رابینسون، ان. ام؛ و رابینسون، اچ. بی. (1987). کودک عقب مانده ذهنی. (ترجمهی فرهاد ماهر. 1386). مشهد: آستان قدس رضوی.
اشمیت، ریچارد؛ و لی، تیموتی دی. (2005). یادگیری و کنترل حرکتی. (ترجمهی رسول حمایتطلب و عبدالله قاسمی. 1387). تهران: چاپ اول، علم و حرکت.
Adams, J. (1971). A closed-loop theory for motor learning. Journal of Motor Behavior, 3, 11-150.
American association on mental retardation. (1997). Mental retardation: definition, classification, and systems of support (9ed). Washington DC. Author
Anshel, M.H. (2003). Sport Psychology: from Theory to Practice. (Fourth Edition). Scottsdale, Arizona: Benjamin Cummings.
Ávila, L. T. G; Chiviacowsky, S; Wulf, G; & Lewthwaite, R. (2012). Positive social-comparative feedback enhances motor learning in children. Psychology of Sport and Exercis,13(6), 849-853.
Bandura, A; & Jourden, F. J. (1991).Self-regulatory mechanisms governing the impact of social comparison on complex decision making. Journal of Personality and Social Psychology, 60, 941–951.
Bennett-Gates D; & Zigler E. (1999). Effectance motivation and the performance of individuals with mental retardation. Personality Development in Individuals with Mental Retardation (eds E. Zigler & D. Bennett-Gates). 145-164. Cambridge University Press, Cambridge.
Broussard, S. C; & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary-school-aged children. Family and Consumer Sciences Research Journal, 33, 106-120.
Bybee, J; & Zigler, E. (1998). Outer-directedness in individuals with and without mental retardation: A review. In J. Burack, R; Hodapp, & E. Zigler (Eds.), Handbook of mental retardation and development (pp. 434- 461). Cambridge, UK: Cambridge University Press.
Chanias, A. K; Reid, G; & Hoover, M. L. (1998). Exercise effects on health-related physical fitness of individuals with an intellectual disability: A meta-analysis. Adapted Physical Activity Quarterly, 15, 119–140.
Cleaver, S; Hunter, D; & Ouellette-Kuntz, H. (2009). Physical mobility limitations in adults with intellectual disabilities: A systematic review. Journal of Intellectual Disability Research, 53, 93–105.
Deci, E. L; & Ryan, R. M. (1990). A motivational approach to self: Integration in personality. Nebraska Symposium on Motivation, 38, 237–288.
Deci, E. L; & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self determination of behavior. Psychological Inquiry, 11, 227–268.
Fernhall, B; & Pitetti, K. H. (2001). Limitations to physical work capacity in individuals with mental retardation. Clinical Exercise Physiology, 3, 176–185.
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117–140.
Fox, K. R. (1988). The self-esteem complex and youth fitness. Quest, 40, 230-246.
Gallahue, D; & Ozmun, J. (2011). Understanding motor development: Infants, children, adolescents, adults. (5thed). published by McGraw-Hill.
Gupta, S; Rao, B. K; & SD, K. (2011). Effect of strength and balance training in children with Down’s syndrome: A randomized controlled trial. Clinical Rehabilitation, 25, 425–432.
Hall, J. M; & Thomas, M. J. (2008). Promoting physical activity and exercise in older adults with developmental disabilities. Topics in Geriatric Rehabilitation, 24, 64– 73.
Hutchinson, J. C; Sherman, T; Martinovic, N; &Tenenbaum, G. (2008).The effect of manipulated self-efficacy on perceived and sustained effort. Journal of Applied Sport Psychology, 20, 457-472.
Ilies, R; & Judge, T. A. (2005). Goal regulation across time: The effects of feedback and affect. Journal of Applied Psychology, 90, 453–467.
Jansen, D. E; Krol, B; Groothoff, J. W; & Post, D. (2004). People with intellectual disability and their health problems: A review of comparative studies. Journal of Intellectual Disabilities Research, 48, 93–102.
Lewis, C. L; & Fragala-Pinkham, M. A. (2005). Effects of aerobic conditioning and strength training on a child with Down syndrome: A case study. Pediatric Physical Therapy, 17, 30–36.
Lewthwaite, R; &Wulf, G. (2010a). Grand challenge for movement science and sport psychology: embracing the social-cognitive-affective-motor nature of motor behavior.
Frontiers in Psychology, 1, 42.
http://dx.doi.org/10.3389/ fpsyg.2010.00042.
Lewthwaite, R; & Wulf, G. (2010b). Social-comparative feedback affects motor skill learning. The Quarterly Journal of Experimental Psychology, 1, 1-12.
Lotan, M; Yalon-Chmovitz, S; & Weiss, P. L. (2010).Virtual reality as means to improve physical fitness of individuals at a severe level of intellectual and developmental disability. Research in Developmental Disabilities, 31, 869–874.
McAuley, E; & Blissmer, B. (2000). Self-efficacy determinants and consequences of physical activity. Exercise and Sport Science Reviews, 28, 85–88.
Middlekauff, H. R; Chiu, J; Hamilton, M. A; Fonarow, G. C; MacLellan, W. R., Hage, A., Moriguchi, J., & Patel, J. (2004). Muscle mechanoreceptor sensitivity in heart failure. American Journal of Physiology—Heart and Circulatory Physiology, 287, 1937–1943.
Pintrich P.R; & Schunk D.H. (2002). Motivation in Education: Theory, Research, and Applications 2nd edn. Merrill Prentice Hall, Upper Saddle River.
Rimmer, J. H; Braddock, D; & Pitetti, K. H. (1996). Research on physical activity and disability: An emerging national priority. Medical and Science in Sports and Exercise, 28, 1366–1372.
Roberts, G. C. (2001). Advances in motivation in sport and exercise. Champaign, IL: Human Kinetics.
Simons, J; Daly, D; Theodorou, F; Caron, C; Simons, J; & Andoniadou, E. (2008).Validity and reliability of the TGMD-2 in 7-10 year old Flemish children with intellectual disability. Adapted Physical Activity Quarterly, 25, 71–82.
Smith, D.D. (2001). Introduction to special education: Teaching in an age of opportunity. (4thed).Needhan, MA: Allyn & Bakon.
Stipek D.J. (1997) Success in school – for a head start in life. In: Developmental Psychopathology: Perspectives on Adjustment, Risk, and Disorder (eds S.S. Luthar, J.A. Burack, D. Cicchetti & J.R. Weisz), pp. 75-92. Cambridge University Press, Cambridge.
Taylor, I. M; & Ntoumanis, N. (2007).Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99, 747-760.
Thomas, K. T; Lee, A; & Thomas, J. R. (2003).Physical Education Methods for Elementary Teachers. (Second Edition). Champaign, Il: Human Kinetics.
Thorndike, E. L. (1927). The law of effect. American Journal of Psychology, 39, 212-222.
Turner, L.A; Dofny, E.M; & Dutka, S. (1994). The effect of strategy and attribution training on strategy maintenance and transfer. American Journal on Mental Retardation, 99, 445-454.
Vuijk, P. J; Hartman, E; Scherder, E; & Visscher, C. (2010). Motor performance of children with mild intellectual disability and borderline intellectual functioning. Journal of Intellectual Disability Research, 54, 955–965.
Wehmeyer, M. L. (1994). Perceptions of self-determination and psychological empowerment of adolescents with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 29, 9–21.
Westendorp, M; Houwen, S; Hartman, E., & Visscher, C. (2011). Are gross motor skills and sports participation related in children with intellectual disabilities? Research in Developmental Disabilities, 32, 1147–1153.
Williams, K. J; Donovan, J. J; & Dodge, T. L. (2000). Self-regulation of performance: Goal establishment and goal revision processes in athletes. Human Performance, 13, 159–180.
Wulf, G; Chiviacowsky, S; & Lewthwaite, R. (2010).Normative feedback effects on learning a timing task. Research Quarterly for Exercise and Sport, 81, 425-431.
Wulf, G; Chiviacowsky, S; & Lewthwaite, R. (2012). Altering mindset can enhance motor learning in older adults. Psychology & Aging, 27, 14-21.