본 연구는 통합적 접근방법에 의한 동작활동 경험이 정신지체아의 기본운동능력과 신체표현 능력에 미치는 효과를 알아보는데 목적이 있다. 구체적인 연구목적은 첫째, 통합적 동작활동이 정신지체아의 기본운동능력에 미치는 효과를 구명하고, 둘째, 통합적 동작활동이 정신지체아의 신체표현능력에 미치는 효과를 구명하며, 셋째, 기본운동능력과 신체표현능력간의 상관관계를 구명하였다. 중학교 특수학급학생(실험집단, 비교집단 각 12명)을 대상으로 실험한 결과 통합적 동작활동은 정신지체아의 기본운동능력과 신체표현능력의 발달에 매우 효과적이다. 그리고 정신지체아의 기본운동능력과 신체표현능력간에는 밀접한 상관이 있음을 확인하였다. 정신지체아들의 전인적 성장과 발달이란 측면에서 볼 때, 통합적 동작활동을 교육현장에서 체계적으로 적용하여야 할 필요가 있음을 시사한다.

In this study, I attempted to survey the effects of the integrated movement on mentally retarded students` fundamental and creative expressive movement abilities. The conclusions obtained from the result of the study are as follows. First, integrated movement activity was effective in improving the fundamental movement ability of mentally retarded students. The integrated movement gives an affirmative effect on the improvement of the mentally retarded students` fundamental movement by making them take part in the activity with the initiative in the natural and amazing mood, not the traditional skill-learning process with the initiative of the teacher. This means that we can expect the improvement of the fundamental movement if the systematically planned movement program is given to the mentally retard students. Second, the integrated movement was effective in developing the creative expressive movement of mentally retarded students. The retarded students expressed their own thoughts and feelings move actively in various ways as the activities which express experience, imagination and feeling in daily life through their bodies and include activity-theme geer groups are interested in are frequent. And they brought about positive development from all sub-elements of creative expressive movement. It shows that we can anticipate the improvement of creative physical expression as mentally retarded students are provided with more experiences of integrated movement. Third, there was a close relation between fundamental movement ability and creative expressive movement of mentally retarded students. As the fundamental movement improves, physical expression also seemed to improve. The integrated movement activity encourages mentally retarded students to learn fundamental movement ability and express their experiences and feelings through their bodies in daily life with peer groups initiatively. With these conclusions, the integrated movement gives the retarded students who want balance in the improvement and function of their body and whose expressive ability can`t reach a standard level an interesting activity-theme. And it has a great influence on the development of fundamental and expressive movement by making them learn the fundamental movement function and express their own feelings initiatively in their peers. It is expected that the integrated movement will be very effective if applied systematically in educational field in the future.