Abstract
For students with intellectual disabilities attending a special needs education high school, this study examined the kinds and structures of sports activities that they will participate in after graduation, their relation with individual student attributes, and their relation with present circumstances and prospects of sports activities. Participants were administered a self-report questionnaire, eliciting data of 282 students. The results of analyses indicated the following. Sports activities that they hoped to continue after graduation were bowling, basketball, and swimming. The least were golf, dodge- ball, and Judo. Factor analysis revealed six factors: gymnasium sports, dance sports, outdoor ball sports, hobby sports, winter sports, and stamina sports. Multiple regression analysis showed the following. The gymnasium sports factor correlated with whether students hope to play sports on holidays after graduation. Students are more willing to play gymnasium sports as they feel so. The dance sports factor correlated with sex and whether students hope to play sports on holidays after graduation. Students are more willing to play dance sports as they feel so. Women will play dance sports more than the men. The outdoor ball sports factor correlated with whether students like to play sports. Students are more willing to play outdoor ball sports as they feel so. The hobby sports factor correlated with whether students hoped to play sports on holidays after graduation. Students are more willing to play hobby sports as they feel so. The stamina sports factor correlated with grade, sex, and whether students enjoy playing sports on holidays at the time. Students are more willing to play stamina sports as they feel so. Higher grade respondents will play stamina sports and men will play them more than women.
