An Investigation of the Relationship of Laterality Groups to Performance on Selected Motor Ability Tests

Abstract

This study sought to investigate the relationship of laterality to performance on selected motor ability tests to determine the implications of laterality to the physical education curriculum, and possible associations of laterality to motor-based learning problems. Selected for this investigation were 220 boys ten years of age. Batteries of tests for footedness, handedness and eyedness were administered to all of these pupils. On the basis of these tests, the subjects were classified into four laterality groups. Tests in a shuttle-run, in dynamic balance, motor educability, and speed of arm movement were administered to all subjects. Performances on each of these motor ability tests were compared to the four laterality groups. The findings did not show sufficient evidence at the five percent level of significance to refute the null hypothesis that there is no difference in the level of performance on selected motor tests of subjects in various laterality groups. However the differences followed a definite trend with homolateral individuals outperforming mixed individuals thus substantiating the need for further research.