Literaturnachweis - Detailanzeige
| Autor/inn/en | Ayers, Suzan F.; Housner, Lynn D.; Gurvitch, Rachel; Pritchard, Tony |
|---|---|
| Titel | An Examination of Skill Learning Using Direct Instruction |
| Quelle | In: Physical Educator, 62 (2005) 3, S.136-144 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-8981 |
| Schlagwörter | Elementary School Students; Physical Education; Gender Differences; Physical Fitness; Skill Development; Pretests Posttests; Instructional Effectiveness; Teaching Methods; Program Evaluation; Scores |
| Abstract | The standing long jump was taught to 47 elementary children in one of three conditions; C1) practice only, C2) demonstration, cueing, and practice, and C3) direct instruction, which included all elements of the first two conditions + checks for understanding (CFU), corrective feedback, and closure. All children performed four jumping tasks 10 times each. Students were pre- and post-tested on their ability to demonstrate five critical elements of the long jump. Significant condition and gender main effects were found for process change scores. Gains for C3 (24.7%) were significantly higher than those for C1 (3.1%), but only slightly better than C2 (15.0%). Girls achieved greater gains (19.6%) than boys (7.7%). Students were also post-tested on the recall of four of five cues used to convey the critical elements and C3 produced the highest scores (91.7%) followed by C2 (65.6%) and C1 (7.8%). (Contains 1 table.) (Author). |
| Anmerkungen | Phi Epsilon Kappa Fraternity. 901 West New York Street, Indianapolis, IN 46202. Tel: 317-637-8431; Web site: http://www.phiepsilonkappa.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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