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ERIC Number: ED126055
Record Type: RIE
Publication Date: 1976-Apr-5
Pages: 19
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Role of Perceptual-Motor Theory in Practice.
Pyfer, Jean L.
Theory and practice in education are interrelated and interdependent. The credibility of any set of postulates depends upon how well the position holds up in practice. There are three ways we can utilize theory in practice: (1) to reexamine our traditional approaches; (2) to give some direction to our future practices; and (3) to generate research. Consistent analysis of standard methods gives rise to new and improved methods, or theory about new methods, which must be researched. However, theory may be misused as well. Theories may be accepted without critical analysis; people may categorically reject theories without critical analysis; or they may inappropriately apply the theory. The acceptance or rejection of a theory without proper analysis may result in problems when pursuing conclusions in research situations. It could hinder analysis of the research data. Misapplication of theory could have just as serious an effect. If a theory is applied to an inappropriate situation and the results fail to reach statistical significance, the theory is discarded in many cases when in fact the theory is not at fault--it is the situation that is not correct. It is, then, important that both practitioners and researchers are aware of the relationship of theory and practice, its use and misuse. (DMT)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the American Alliance of Health, Physical Education and Recreation Convention (Milwaukee, Wisconsin, April 5, 1976)