ERIC Number: ED319713
Record Type: RIE
Publication Date: 1990-Mar-30
Reference Count: N/A
Strengthening Teacher Preparation for Motor Performance Skill Development--Motor Processes Approach.
In a study of beginning collegiate volleyball players, two classes were assigned to a traditional approach, and two to a Motor Processes Approach. Following 8 weeks of instruction, the Motor Processes classes were significantly better on the set, serve, and pass, and were more knowledgeable. Students indicated that they believed they learned equal amounts in each class, but there was a significant difference in their perceptions of the instructor's knowledge. Perhaps because the Motor Process instructor used individual learning tasks and asked more questions, the students believed that the instructor was not knowledgeable about volleyball. In a separate study of first and second graders learning to jump rope, to use an overhand throw, and to strike with a paddle, similar results were found. Students with Motor Process instruction acquired skills to a greater extent than did students with traditional instruction. The Motor Process group spent significantly more time on task and had a higher rate of repetition of skills. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Alliance for Health, Physical Education, Recreation and Dance (New Orleans, LA, March 28-31, 1990).