USE OF RUNNING EXERCISES FOR PRESCHOOLERS WITH MENTAL-RETARDATION AS A MEANS OF IMPROVING PLAY OR SCHOOL ACTIVITY

Various physical training programs have been devised to achieve greate r physical fitness for handicapped children who otherwise exercise ins ufficiently. Such training may also facilitate socializing and play at school. Running exercises were conducted with 4 handicapped preschool ers and 3 age-matched normal preschoolers for 3 30-min. sessions per w eek for 11 weeks. Measures were seconds taken to run 25 meters and rat ings of play behavior. Analysis showed that children who reluctantly j oined the exercise made little progress in running. The quality of mov ement and play activities in nursery school and interactive behavior i mproved significantly for participants who also improved in running.