Teaching children qualitative analysis of fundamental motor skill
Date of Graduation
College of Education and Human Services
Curriculum & Instruction/Literacy Studies
Laura J. Treanor.
The purpose of this study is to examine the effects of a qualitative analysis instructional program on elementary school-aged children. More specifically, the study is designed to explore the possibility of teaching elementary school-aged children to observe and detect the errors of individuals performing manipulative motor skills at various skill levels. Can children of those ages (1) initially observe and detect errors, (2) improve their observation and detection after a training intervention, and (3) maintain any such gains?;The study involved a 2 (experimental group/control group) x 2 (third grade/fifth grade) x 3 (pretest/posttest/retention test) design. The participants involved in this study were third- and fifth-grade students (n = 80) selected from one public elementary school. The present research demonstrated that the qualitative analysis instructional program did have a substantial positive effect on elementary school-aged children. There was clear demonstration of the possibility of teaching elementary school-aged children to observe and detect the errors of individuals performing manipulative motor skills at various skill levels. Older children generally are able to perform better at observing and detecting errors in skill analysis than the younger children, but the abilities of both age groups interact with the type of skill being analyzed. Finally, results of this investigation point to related research needs as well as indicate feasible new directions for acquisition of motor skill knowledge (e.g., short-term classroom-based video-assisted training). Such instructional interventions can facilitate the cognitive-analysis to skill-performance connection for elementary school-aged children in physical education.
Liang, Guoli, "Teaching children qualitative analysis of fundamental motor skill" (2001). Graduate Theses, Dissertations, and Problem Reports. 2345.