NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ867658
Record Type: Journal
Publication Date: 2009-Mar
Pages: 8
Abstractor: As Provided
Reference Count: 6
ISSN: ISSN-0730-3084
Using Motor-Learning Theory to Design More Effective Instruction
Rukavina, Paul B.; Foxworth, K. Randell
Journal of Physical Education, Recreation & Dance (JOPERD), v80 n3 p17-23, 37 Mar 2009
Choosing which teaching approach to use and when to use it is a complex decision, especially for preservice teachers learning to teach individuals with a variety of skill levels and abilities. One source of information that teachers can use to help select an approach is motor-learning theory. This article describes an early field experience in which beginning teachers experimented with two different teaching approaches: (1) task/environmental design and (2) direct instruction. The goal was to discover how each approach affected student learning. The preservice teachers taught the standing long jump with each approach separately, and then combined them in a final lesson. They realized that both approaches worked, though differently, and that the combination helped them to be more effective in their teaching. Examples of the organizational preparatory work and an outline of the lesson plan that guided their experimentation are included. (Contains 4 tables.)
American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A