The present study determined the benefits of participating in the Capon Perceptual-motor Program. 85 kindergarten children were tested on perceptual-motor abilities, self-concept, and academic readiness. Children were assigned to a group who completed the Capon program or one who spent the same amount of time in free-play. Following completion of the perceptual-motor program, children were retested on the same items. Each dependent variable was analyzed in a 2 × 2 (groups × tests) analysis of variance. Results indicated significant improvement in the motor ability tests but no differences in self-concept and academic readiness from both programs.
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