The Effect of Certain Physical Attributes and Motor Skills among Normal Pupils and Slow Learners with Special Needs

Abstract

This study aimed to identify differences in certain physical attributes and basic motor skills between normal pupils and slow learners with special needs. The descriptive research method was employed. The study sample consisted of 20 third-grade pupils, who were equally divided into two groups: slow learners (n = 10) and normal pupils (n = 10). After ensuring the homogeneity of the two groups in terms of age, height, and weight, a set of physical and motor skill tests was administered. Statistical analysis using the t-test revealed no statistically significant differences between the two groups in the physical attributes under investigation. However, the results indicated statistically significant differences in certain motor skills in favor of the normal pupils, particularly those skills requiring neuromuscular coordination. The study concluded that slow learning does not significantly affect physical attributes, whereas it has a negative impact on the level of motor performance that depends on neuromuscular coordination. Recommendations: 1) Paying special attention to slow learners during physical education classes by providing specially designed motor exercises and activities aimed at developing their cognitive abilities, which in turn may enhance their neuromuscular coordination. 2) Emphasizing group games and collective activities that encourage the participation of the largest possible number of pupils, thereby increasing their engagement in physical activity. And 3) Urging those responsible for physical education programs to review and develop curricula that are tailored to the abilities and special needs of slow learners.