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Journal of Learning Disabilities
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Using an Extracurricular Physical Activity Program to Enhance Social Skills

Mary H. Bluechardt

Mary H. Bluechardt received her doctorate in community health (exercise science) from the University of Toronto, Toronto, Ontario. She has been at the University of Regina in the Faculty of Physical Activity Studies (Adapted) for the past 9 years. Her research interests include exercise science and special education in relation to persons with spinal cord injury, children with LD, and at-risk students.

Roy J. Shephard

Roy J. Shephard received doctorates in medicine and physiology from Guy's Hospital, University of London, and honorary doctorates in physical education from the University of Ghent and the University of Montreal. He is currently a professor emeritus of applied physiology at the University of Toronto, Toronto, Ontario, and Canadian Tire Acceptance Ltd. resident scholar in health studies at Brock University, St. Catharines, Ontario. His research interests are in exercise science and exercise psychology in relation to human health and performance.

Roy J. Shephard The value of an individually supervised physical activity program with a strong social skills component was examined for 45 students with learning disabilities (34 boys, 11 girls; mean age = 9.4 ±1.1 years). Subjects were randomly divided into an experimental group of 23 students who received two 90-minute exercise sessions for each of 10 weeks, and a control group of 22 students who received equal individualized attention through extra academic instruction. Scores for the Bruininks-Oseretsky test of motor proficiency, teacher ratings of social behavior, and self-perceptions of academic and nonacademic competence showed strong effects of time, but no substantial time treatment interaction. Time effects on social behaviors persisted 3 months following treatment, suggesting that they reflected extra attention, rather than an expectancy, or halo, effect. There would seem to be merit in further exploring the value of extra attention, which here was provided to students with learning disabilities by volunteers with limited formal training.

Journal of Learning Disabilities, Vol. 28, No. 3, 160-169 (1995)
DOI: 10.1177/002221949502800305
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