@article{oai:ynu.repo.nii.ac.jp:00000742,
 author = {七木田, 敦 and 小林, 芳文},
 journal = {横浜国立大学教育紀要},
 month = {Oct},
 note = {application/pdf, The purposes of this study are devided into two main groups;(1) To investigate the aspects body awareness development of handicapped children and youths, mentally retarded; MR, autistic; AUT, cerebral palsied; CP, in comparison with non-handicapped children.(2) To examine the effects of movement activities focused on body awareness development for mantally retarded students. Subjects, MR (N=48), AUT (N=23), CP (N=25), and non-handicapped children (N=90), from three schools for handicapped and one kindergarten in socioeconomically equivalant communities. Movement Education Program Assessment (MEPA, Kobayashi 1986), Draw-A-Man Test (DAM, Goodenough 1926), Analysis of Body Parts Awareness (ABPA, Nanakida 1986) were used to varify the body awareness development of all subjects. Additionally, Body Parts Construction Test (BPCT), Identification of Body Parts (IBP, Roach and Kephart 1966), and Imitation of Body Posture Test (IBPT) were used to investigate effects of movement activities on the body awareness development of MR students over one year. Results indicated as follows;(1) Students with handicapped achieved lower levels of body awareness development in all tests than do their younger chronological age peers of normal intellect with a significant diffirence. A sequental pattern of body awareness development of MR students, however, were more likely that of non-handicapped children.(2) All tests for body awarenss development but MEPA revealed that MR students improved in body awareness development through movement activities over one year. Some suggestions that efficive movement activities used to develop body awareness were given.},
 pages = {175--185},
 title = {精神発達遅滞児の身体意識の発達 : ムーブメント教育による指導},
 volume = {28},
 year = {1988}
}