Perceptual and Motor Skills, 1992, 74, 203-208.
O Perceptual and Motor Skills 1992
USE OF A SPORT SOCIALIZATION INVENTORY W I T H CEREBRAL PALSIED YOUTH'" ANABELLE M. LUGO, CLAUDINE SHERRILL, AND ANA L. PIZARRO Texas Woman's University Summary.--The vahdity and reliability of the 1978 Sport Interest Inventory of Greendorfer and Lewko were examined to evaluate its appropriateness for youth with cerebral palsy, ages 13 to 21 years. Test-retest data from 35 subjects indicated a reliability coefficient of .92. Data from 112 subjects were subjected to factor analysis to examine construct validitv. This analvsis indicated that the factor structure was similar to that reported for able-bodied youth, except for the items pertaining to friends and opportunity set.
Sport socialization of children and youth with cerebral palsy has received little attention. However, in recent years, the values of active sport involvement for this population have been recognized (Brown, 1987; Sherrill, 1986; Sherrill, Hinson, Gench, Kennedy, & Low, 1990), and the United States Cerebral Palsy Athletic Association (USCPAA) has broadened adult programs to include youth. This and other sport opportunities necessitate careful study of the process by which cerebral ~ a l s i e dyouth become aware of sports and are helped to become active participants. To begin research on the sport socialization of cerebral palsied youth, it is essential to examine instruments used with able-bodied youth and evaluate their applicability to the cerebral palsied population. The inventory used most often to study the sport socialization of ablebodied children and youth is the Sport Interest Inventory of Greendorfer and Lewko (1978a, 1978b). This inventory is based on a social role-social systems model and measures the constructs explained in Table 1. Results based on the Sport Interest Inventory form the basis for much work that describes the process by which children become actively involved in sport (Boutilier & SanGiovanni, 1983; Haywood, 1986; Lewko & Greendorfer, 1982). The purpose of this study was to assess the validity and reliability of this sport socialization instrument for use with cerebral palsied youth.
Subjects
Two samples of individuals with cerebral palsy provided data. For examiA preciation is expressed to persons who he1 ed most with data collection: Jamy and erry Mc;ore of Texas, Kim G n r s and Ruth Burd o!~eorgia, and A I Orr of Florida. T h a n k also to Duncan 0. Wyeth and Carol Adams-Mushett for their shared insights on the social psychology of cerebral palsy. 'Please direct correspondence to Dr. Claudine Sherrill, PO Box 23717, Texas Woman's University, Denton, TX 76204.
204
A. M. LUGO, E T A L TABLE 1
SPORTSOCIALIZATION CONSTRUCTS UNDERLYING THE SOCNROLE-SOCIAL SYSTEMSMODEL Active Sport Involuernent: Operationally defined as what is measured by five questions: (a) How much do you play sports after school and on weekends, (b) How important is it that you play sports, (c) How much do you Like playing sports, (d) How good are you at sports, and (e) How easy is it for you to learn new sports skills. hluer Toward Sport: Determined by the same question directed toward each social system (e.g., self, father, mother, sister(s), brother(s), teachers, friends). The question is, How important is it to your -that you be good in sports? Also coded as part of this variable is the answer to the question, How much have you taught yourself to play sports? Family Influence: Determined by a set of five questions directed individually toward father, mother, sister(s), and brother(s): (a) How much does your play sports, (b) How much does your -play sports with you, (c) How important is it to your -that you play sports, (d) How much has your -helped you learn how to play sports, and (e) How important is jt to your that you be good in sports.
-
p
Teucher's/Coachi Influence: Determined by Questions c, d, and e under Family's Influence. Friends' In/uence: Based on the same five questions that are under Family's Influence. Opportuni~Set: Determined by two questions directed toward four locations: (a) school, (b) neighborhood/street, (c) parks/recreation centers, and (d) cerebral palsy facility. The two questions are, In general, how much do you usually take part in sports at -and How much Also part of this construct is inopportunity is there for you to learn sports skills at ? formation on distance, transportation, and barriers. Note.-The constructs explained in this table are based on the Sport Interest Inventory of Greendorfer and b w k o (1978a. 1978b). Se~aratescores can be derived also for influence of father, mother, sister(s), brotheris), and friends
nation of reliability, which entailed two data collections, the sample size was 35, the mean age was 16.5 yr., and the gender distribution was 13 boys and 22 girls. For examination of construct validity, the sample size was 112, the mean age was 16.5 yr., and the gender distribution was equal. The two samples represented 5 and 15 states, respectively. All subjects were between the ages of 13 to 21 years, a range selected to correspond with secondary-school eligibility under Public Law 94-142. Age 13 was set as the minimum because research shows that persons with cerebral palsy begin sports participation later than do able-bodied persons (Sherrill & Rainbolt, 1986). All sport classifications of the United States Cerebral Palsy Athletic Association were represented in each sample. Ability of the subjects thus ranged from unable to ambulate except in a motorized chair to a mild impairment of running gait. The sampling design was purposive, with two criteria guiding selection: (a) a congenital condition diagnosed as cerebral palsy and (b) an intelligence quotient of 85 or higher (i.e., average). All persons identified as meeting the criteria who agreed to participate in the study were included. Demographic data indicated that the subjects were from middle to upper-class backgrounds, lived at home with one or both parents, and attended public school.
SPORT SOCIALIZATION OF CEREBRAL PALSIED YOUTH
205
Instrument The Sport Interest Inventory has three versions, reflecting changes between 1778 (Greendorfer & Lewko, 1778a, 1778b) and 1786 (Greendorfer, Blinde, & PeIlegrini, 1786). The construct validity of Versions 2 and 3 has been verified by principal components factor analysis. Test-retest reliability has been reported as .74 (Lewko & Ewing, 1780) and .87 (Greendorfer, et al., 1786). The wording of items in each version is the same. In the different versions, however, varying numbers of items are included to measure constructs. For example, Version 2 includes questions on opportunity whereas Version 3 does not. No explanation for this variability is stated (Greendorfer, et al., 1986). The version used in the present study consisted of 46 items in Likert format, with response options ranging from 1 (lowest) to 5 (highest). The only modification was the addition of items about cerebral palsy sport facilities and distance/transportation/money barriers to participation. This change increased the number of items in the opportunity set from the 6 used in Version 2 to 11.
Data Collection Data were collected from 35 subjects on two occasions, with 4 to 10 days between. Data were collected from other subjects once. Procedures followed the protocol established in earlier research with cerebral palsied individuals (Sherrill & Rainbolt, 1786; Sherritl, Gilstrap, Richir, Gench, & Hinson, 1988; Sherrill, et al., 1770). Procedures were individualized to meet the needs of persons with different abilities. Subjects who did not require help completed the inventories independently, recording their written responses as directed. Subjects who lacked the hand-eye coordination to hold an inventory, turn pages, or write their responses were assisted by an adult who read the questions and recorded their responses. Most subjects who needed assistance could answer orally but some used pointers or minicomputer communication devices. Previous research has verified the validity and reliability of oral data from quadriplegic subjects (Sappington, Reedy, Welch, & Hamilton, 1787; Sherrill, et al., 1788). Construct validity of the inventory for cerebral palsied persons was examined by the P,M factor analysis program, Biomedical Data Package (BMDP) of Dixon, Brown, Engleman, Frane, Hill, Jenrich, and Toporek (1970), which yielded orthogonally rotated factor loadings. The resulting patterns were visually compared with those of Greendorfer, et al. (1986) and her criterion for inclusion (a factor loading of .45 or higher) was used.
206
A. M. LUGO, ET AL.
Findings were similar to those of Greendorfer, et al. (1986) except for opportunity set. The former study included no questions on opportunity set. Greendorfer, et a / . (1986) reported that all items loaded on the predicted constructs of the social role-social systems model except those comprising values toward sport. This was true also in the present study. The values toward sport items did not form an independent factor. Each aligned with its respective social system instead. & m m u
TABLE 2 SPORTINTEREST INVENTORY
OF THE
Scales
No. of Items
Intraclass Stability
Internal Consistency
Major Scales Active Sport Involvement Values Toward Sport Famly Influence Teacher's or Coach's Influence Friends' Influence Opportunity Set Total Inventory
46
.92
.92
Family Subscales Father's Influence Mother's Influence Brother(s)' Influence Sister(s)' Influence Opportunity Set Subscales School CP Facility Neighborhood/Street Parks or Recreation C e n ~ Travel Transportation Monw Note.-Six items were used twice in accordance with the Greendorfer and Lewko (1978b) scoring instruccions. The total is calculated as the sum (52) minus the six items used twice.
Only 6 of the 11 items on opportunity set met the factor loading criterion of .45 or higher. These did not cluster together to form an independent factor. Instead two (participating and learning at the cerebral palsy sports center) clustered with active sport involvement items, two (participating and learning at school) clustered with items on teacher or coach, and two (participating in neighborhood or streets) clustered with mother items. The results for three factors (brothers, sisters, and father) were identical to those reported by Greendorfer, et al. (1986). All of the items expected to cluster together did so, with factor loadings ranging from .59 to .92. The results on the other factors (mother, teacherlcoach, and active sport
SPORT SOCIALIZATION O F CEREBRAL PALSIED YOUTH
207
involvement) were the same as those reported by Greendorfer, et al. (1986) except for the confounding by opportunity set items. The major difference in the pattern for cerebral palsied youth was failure of friends' influence to emerge as an independent factor. Only two of the five items on friends met the factor loading criterion of .45 or higher. One of these clustered with active sport involvement (how much do friends play with you), and the other clustered with teacher or coach (how important is it to your friends that you play sports or games). Over-all, the differences between the factor structures for able-bodied and cerebral palsied youth were small. Nevertheless, they support the importance of examining construct validity whenever an instrument is used with a new population. Further study may indicate the need for a different scoring system for cerebral palsied persons. Reliability of the inventory was examined by intraclass correlation and the Cronbach alpha. Findings are reported in Table 2. Intraclass correlation indicates test-retest or stability, whereas Cronbach alpha indicates internal consistency. The resulting coefficients were the same for all but three variables (opportunity set, neighborhood/street, travel). Coefficients ranged from .85 to .98. For the total inventory, the reliability coefficient was .92. The time lapse between test and retest was one week. I t was concluded that the Sport Interest Inventory is valid and reliable for use with cerebral palsied persons, ages 13 to 21 years. The factor structure is similar to that reported for able-bodied children but further study is needed on opportunity set and the influence of friends. Further research may lead to development of an alternative instrument or approach that is stronger than the Sport Interest Inventory. REFERENCES BOUTLLXER,M., & SANGIOVANNI, L. (1983) The sporting woman. Champaign, IL: Human Kinetics. BROWN, A. (1987) Active games for chikiren with movement problems. London: Harper & Row. DJXON,W. J., BROWN,M. B., ENGLEMAN, L., FRANE,J. W., HILL, M. A , , JENRICH,R. I., & TOPOREK, J. D. (1990) BMDP statistical software. Berkeley, CA: Univer. of California Press. GREENDORFER, S. L., BLINDE,B. M., & PELLEGRINI,A. M. (1986) Gender differences in Brazilian children's socialization into sport. International Review for the Sociology of Sport, 2 1 , 53-63. GREENDORFER, S. L., & LEWKO,J. H. (1978a) Children's socialization into s ort a conceptual and empirical analysis. Paper presented at the 9th World Congress orthe: International Sociological Association, Uppsala, Sweden. GREENDORFER, S. L., & LEWKO,J. H. (1978b) Role of family members in sport socialization of children. Research Quarterly, 49, 146-153. HAYWOOD, K. (1986) Lifespan motor development. Champaign, IL: Human Kinetics. LEWKO,J. H., & EWING,M. E. (1980) Sex differences and parental influence in sport involvement of children. Journal of Sport Psychology, 2, 62-68. H., & GREENDORFER, S. L. (1982) Family influences and sex differences in chilLE-o,dre n's socialization into sport: a review. In R. A. Magill, M. J . Ash, & F. L. Smoll [Eds.), Children in sport. Champaign, IL: Human Kinetics. Pp. 279-293.
208
A. M. LUGO, ETAL.
SAPPINGTON, J., REEDY,S., WELCH,R., & HAMILTON, J. (1989) Validity of messages from quadriplegic persons with cerebral palsy. American ]ourno1 on Mental Retardnrion, 94(1), 49-52. SHERRILL, C. (1986) Adapted physical education and recreation: a multidisciplinary approach. (3rd ed.) Dubuque, IA: Brown. SHEKRILL, C., GILSTRAP, T. RICHIR, K., GENCH, B., & HINSON, M. (1988) Use of the Personal Orientation Inventory with disabled athletes. Perceptual and Motor Skills, 67, 263-266. SHERRILL, C., HINSON, M., GENCH, B., KENNEDY, S., & LOW,L. (1990) Self-concepts of disabled youth athletes. Perceptual and Motor Skills, 70, 1095-1098. SHERRILL, C., & RAINBOLT, W. (1986) Sociological perspectives of cerebral palsy sports. Palaestra, 2(4), 20-26. Accepted january 13, 1992.
O Perceptual and Motor Skills 1992
USE OF A SPORT SOCIALIZATION INVENTORY W I T H CEREBRAL PALSIED YOUTH'" ANABELLE M. LUGO, CLAUDINE SHERRILL, AND ANA L. PIZARRO Texas Woman's University Summary.--The vahdity and reliability of the 1978 Sport Interest Inventory of Greendorfer and Lewko were examined to evaluate its appropriateness for youth with cerebral palsy, ages 13 to 21 years. Test-retest data from 35 subjects indicated a reliability coefficient of .92. Data from 112 subjects were subjected to factor analysis to examine construct validitv. This analvsis indicated that the factor structure was similar to that reported for able-bodied youth, except for the items pertaining to friends and opportunity set.
Sport socialization of children and youth with cerebral palsy has received little attention. However, in recent years, the values of active sport involvement for this population have been recognized (Brown, 1987; Sherrill, 1986; Sherrill, Hinson, Gench, Kennedy, & Low, 1990), and the United States Cerebral Palsy Athletic Association (USCPAA) has broadened adult programs to include youth. This and other sport opportunities necessitate careful study of the process by which cerebral ~ a l s i e dyouth become aware of sports and are helped to become active participants. To begin research on the sport socialization of cerebral palsied youth, it is essential to examine instruments used with able-bodied youth and evaluate their applicability to the cerebral palsied population. The inventory used most often to study the sport socialization of ablebodied children and youth is the Sport Interest Inventory of Greendorfer and Lewko (1978a, 1978b). This inventory is based on a social role-social systems model and measures the constructs explained in Table 1. Results based on the Sport Interest Inventory form the basis for much work that describes the process by which children become actively involved in sport (Boutilier & SanGiovanni, 1983; Haywood, 1986; Lewko & Greendorfer, 1982). The purpose of this study was to assess the validity and reliability of this sport socialization instrument for use with cerebral palsied youth.
Subjects
Two samples of individuals with cerebral palsy provided data. For examiA preciation is expressed to persons who he1 ed most with data collection: Jamy and erry Mc;ore of Texas, Kim G n r s and Ruth Burd o!~eorgia, and A I Orr of Florida. T h a n k also to Duncan 0. Wyeth and Carol Adams-Mushett for their shared insights on the social psychology of cerebral palsy. 'Please direct correspondence to Dr. Claudine Sherrill, PO Box 23717, Texas Woman's University, Denton, TX 76204.
204
A. M. LUGO, E T A L TABLE 1
SPORTSOCIALIZATION CONSTRUCTS UNDERLYING THE SOCNROLE-SOCIAL SYSTEMSMODEL Active Sport Involuernent: Operationally defined as what is measured by five questions: (a) How much do you play sports after school and on weekends, (b) How important is it that you play sports, (c) How much do you Like playing sports, (d) How good are you at sports, and (e) How easy is it for you to learn new sports skills. hluer Toward Sport: Determined by the same question directed toward each social system (e.g., self, father, mother, sister(s), brother(s), teachers, friends). The question is, How important is it to your -that you be good in sports? Also coded as part of this variable is the answer to the question, How much have you taught yourself to play sports? Family Influence: Determined by a set of five questions directed individually toward father, mother, sister(s), and brother(s): (a) How much does your play sports, (b) How much does your -play sports with you, (c) How important is it to your -that you play sports, (d) How much has your -helped you learn how to play sports, and (e) How important is jt to your that you be good in sports.
-
p
Teucher's/Coachi Influence: Determined by Questions c, d, and e under Family's Influence. Friends' In/uence: Based on the same five questions that are under Family's Influence. Opportuni~Set: Determined by two questions directed toward four locations: (a) school, (b) neighborhood/street, (c) parks/recreation centers, and (d) cerebral palsy facility. The two questions are, In general, how much do you usually take part in sports at -and How much Also part of this construct is inopportunity is there for you to learn sports skills at ? formation on distance, transportation, and barriers. Note.-The constructs explained in this table are based on the Sport Interest Inventory of Greendorfer and b w k o (1978a. 1978b). Se~aratescores can be derived also for influence of father, mother, sister(s), brotheris), and friends
nation of reliability, which entailed two data collections, the sample size was 35, the mean age was 16.5 yr., and the gender distribution was 13 boys and 22 girls. For examination of construct validity, the sample size was 112, the mean age was 16.5 yr., and the gender distribution was equal. The two samples represented 5 and 15 states, respectively. All subjects were between the ages of 13 to 21 years, a range selected to correspond with secondary-school eligibility under Public Law 94-142. Age 13 was set as the minimum because research shows that persons with cerebral palsy begin sports participation later than do able-bodied persons (Sherrill & Rainbolt, 1986). All sport classifications of the United States Cerebral Palsy Athletic Association were represented in each sample. Ability of the subjects thus ranged from unable to ambulate except in a motorized chair to a mild impairment of running gait. The sampling design was purposive, with two criteria guiding selection: (a) a congenital condition diagnosed as cerebral palsy and (b) an intelligence quotient of 85 or higher (i.e., average). All persons identified as meeting the criteria who agreed to participate in the study were included. Demographic data indicated that the subjects were from middle to upper-class backgrounds, lived at home with one or both parents, and attended public school.
SPORT SOCIALIZATION OF CEREBRAL PALSIED YOUTH
205
Instrument The Sport Interest Inventory has three versions, reflecting changes between 1778 (Greendorfer & Lewko, 1778a, 1778b) and 1786 (Greendorfer, Blinde, & PeIlegrini, 1786). The construct validity of Versions 2 and 3 has been verified by principal components factor analysis. Test-retest reliability has been reported as .74 (Lewko & Ewing, 1780) and .87 (Greendorfer, et al., 1786). The wording of items in each version is the same. In the different versions, however, varying numbers of items are included to measure constructs. For example, Version 2 includes questions on opportunity whereas Version 3 does not. No explanation for this variability is stated (Greendorfer, et al., 1986). The version used in the present study consisted of 46 items in Likert format, with response options ranging from 1 (lowest) to 5 (highest). The only modification was the addition of items about cerebral palsy sport facilities and distance/transportation/money barriers to participation. This change increased the number of items in the opportunity set from the 6 used in Version 2 to 11.
Data Collection Data were collected from 35 subjects on two occasions, with 4 to 10 days between. Data were collected from other subjects once. Procedures followed the protocol established in earlier research with cerebral palsied individuals (Sherrill & Rainbolt, 1786; Sherritl, Gilstrap, Richir, Gench, & Hinson, 1988; Sherrill, et al., 1770). Procedures were individualized to meet the needs of persons with different abilities. Subjects who did not require help completed the inventories independently, recording their written responses as directed. Subjects who lacked the hand-eye coordination to hold an inventory, turn pages, or write their responses were assisted by an adult who read the questions and recorded their responses. Most subjects who needed assistance could answer orally but some used pointers or minicomputer communication devices. Previous research has verified the validity and reliability of oral data from quadriplegic subjects (Sappington, Reedy, Welch, & Hamilton, 1787; Sherrill, et al., 1788). Construct validity of the inventory for cerebral palsied persons was examined by the P,M factor analysis program, Biomedical Data Package (BMDP) of Dixon, Brown, Engleman, Frane, Hill, Jenrich, and Toporek (1970), which yielded orthogonally rotated factor loadings. The resulting patterns were visually compared with those of Greendorfer, et al. (1986) and her criterion for inclusion (a factor loading of .45 or higher) was used.
206
A. M. LUGO, ET AL.
Findings were similar to those of Greendorfer, et al. (1986) except for opportunity set. The former study included no questions on opportunity set. Greendorfer, et a / . (1986) reported that all items loaded on the predicted constructs of the social role-social systems model except those comprising values toward sport. This was true also in the present study. The values toward sport items did not form an independent factor. Each aligned with its respective social system instead. & m m u
TABLE 2 SPORTINTEREST INVENTORY
OF THE
Scales
No. of Items
Intraclass Stability
Internal Consistency
Major Scales Active Sport Involvement Values Toward Sport Famly Influence Teacher's or Coach's Influence Friends' Influence Opportunity Set Total Inventory
46
.92
.92
Family Subscales Father's Influence Mother's Influence Brother(s)' Influence Sister(s)' Influence Opportunity Set Subscales School CP Facility Neighborhood/Street Parks or Recreation C e n ~ Travel Transportation Monw Note.-Six items were used twice in accordance with the Greendorfer and Lewko (1978b) scoring instruccions. The total is calculated as the sum (52) minus the six items used twice.
Only 6 of the 11 items on opportunity set met the factor loading criterion of .45 or higher. These did not cluster together to form an independent factor. Instead two (participating and learning at the cerebral palsy sports center) clustered with active sport involvement items, two (participating and learning at school) clustered with items on teacher or coach, and two (participating in neighborhood or streets) clustered with mother items. The results for three factors (brothers, sisters, and father) were identical to those reported by Greendorfer, et al. (1986). All of the items expected to cluster together did so, with factor loadings ranging from .59 to .92. The results on the other factors (mother, teacherlcoach, and active sport
SPORT SOCIALIZATION O F CEREBRAL PALSIED YOUTH
207
involvement) were the same as those reported by Greendorfer, et al. (1986) except for the confounding by opportunity set items. The major difference in the pattern for cerebral palsied youth was failure of friends' influence to emerge as an independent factor. Only two of the five items on friends met the factor loading criterion of .45 or higher. One of these clustered with active sport involvement (how much do friends play with you), and the other clustered with teacher or coach (how important is it to your friends that you play sports or games). Over-all, the differences between the factor structures for able-bodied and cerebral palsied youth were small. Nevertheless, they support the importance of examining construct validity whenever an instrument is used with a new population. Further study may indicate the need for a different scoring system for cerebral palsied persons. Reliability of the inventory was examined by intraclass correlation and the Cronbach alpha. Findings are reported in Table 2. Intraclass correlation indicates test-retest or stability, whereas Cronbach alpha indicates internal consistency. The resulting coefficients were the same for all but three variables (opportunity set, neighborhood/street, travel). Coefficients ranged from .85 to .98. For the total inventory, the reliability coefficient was .92. The time lapse between test and retest was one week. I t was concluded that the Sport Interest Inventory is valid and reliable for use with cerebral palsied persons, ages 13 to 21 years. The factor structure is similar to that reported for able-bodied children but further study is needed on opportunity set and the influence of friends. Further research may lead to development of an alternative instrument or approach that is stronger than the Sport Interest Inventory. REFERENCES BOUTLLXER,M., & SANGIOVANNI, L. (1983) The sporting woman. Champaign, IL: Human Kinetics. BROWN, A. (1987) Active games for chikiren with movement problems. London: Harper & Row. DJXON,W. J., BROWN,M. B., ENGLEMAN, L., FRANE,J. W., HILL, M. A , , JENRICH,R. I., & TOPOREK, J. D. (1990) BMDP statistical software. Berkeley, CA: Univer. of California Press. GREENDORFER, S. L., BLINDE,B. M., & PELLEGRINI,A. M. (1986) Gender differences in Brazilian children's socialization into sport. International Review for the Sociology of Sport, 2 1 , 53-63. GREENDORFER, S. L., & LEWKO,J. H. (1978a) Children's socialization into s ort a conceptual and empirical analysis. Paper presented at the 9th World Congress orthe: International Sociological Association, Uppsala, Sweden. GREENDORFER, S. L., & LEWKO,J. H. (1978b) Role of family members in sport socialization of children. Research Quarterly, 49, 146-153. HAYWOOD, K. (1986) Lifespan motor development. Champaign, IL: Human Kinetics. LEWKO,J. H., & EWING,M. E. (1980) Sex differences and parental influence in sport involvement of children. Journal of Sport Psychology, 2, 62-68. H., & GREENDORFER, S. L. (1982) Family influences and sex differences in chilLE-o,dre n's socialization into sport: a review. In R. A. Magill, M. J . Ash, & F. L. Smoll [Eds.), Children in sport. Champaign, IL: Human Kinetics. Pp. 279-293.
208
A. M. LUGO, ETAL.
SAPPINGTON, J., REEDY,S., WELCH,R., & HAMILTON, J. (1989) Validity of messages from quadriplegic persons with cerebral palsy. American ]ourno1 on Mental Retardnrion, 94(1), 49-52. SHERRILL, C. (1986) Adapted physical education and recreation: a multidisciplinary approach. (3rd ed.) Dubuque, IA: Brown. SHEKRILL, C., GILSTRAP, T. RICHIR, K., GENCH, B., & HINSON, M. (1988) Use of the Personal Orientation Inventory with disabled athletes. Perceptual and Motor Skills, 67, 263-266. SHERRILL, C., HINSON, M., GENCH, B., KENNEDY, S., & LOW,L. (1990) Self-concepts of disabled youth athletes. Perceptual and Motor Skills, 70, 1095-1098. SHERRILL, C., & RAINBOLT, W. (1986) Sociological perspectives of cerebral palsy sports. Palaestra, 2(4), 20-26. Accepted january 13, 1992.
