The effects of three disparate styles of teaching were examined to determine their influence on motor skill acquisition, cognitive learning related to the performance of a motor skill, and students’ ratings of self-efficacy. The subjects were third, fourth, fifth, and sixth grade children (N = 244) in two rural elementary schools. The three instructional methodologies employed were Command, Guided Discovery, and No Instruction. The criterion lesson was a 20-minute experimental teaching unit using a novel golf task. Results revealed no significant differences between the groups taught by the three instructional approaches on skill improvement or self-efficacy. Cognitive understanding improved significantly for the groups taught by the command and guided discovery approaches, however, as compared to the no-instruction groups. Students in the no-instruction groups had a significantly higher number of skill attempts (M = 29.56) as compared to the command (M = 18.56) and guided discovery (M = 20.63) groups. This finding served as a plausible explanation for the lack of significant difference in skill improvement between the three groups on the criterion skill.
Wallace B. Salter and George Graham
Mey A. van Munster, Laureen J. Lieberman, and Michelle A. Grenier
. Coates and Vickerman ( 2008 ) reviewed a range of strategies for differentiating PE for SWDs and recommended, among other suggestions, curricular adaptation and instructional modifications. Qi and Há ( 2012 ) also encouraged further research into curricular and instructional approaches that can
Gert Vande Broek, Filip Boen, Manu Claessens, Jos Feys, and Tanja Ceux
This study investigated the decision-making process of three instructional groups (i.e., teacher-centered, student-centered with tactical questioning and student-centered without tactical questioning) in practical courses in volleyball among university students. All students (N = 122) performed a Tactical Awareness task on the correctness of the decision-making process at three testing phases (i.e., pretest, posttest and retention test). The results revealed that the tactical awareness of all students ameliorated after five lessons (posttest) and this effect persisted over time after six weeks (retention test). However, the tactical knowledge of the student-centered instructional group with tactical questioning improved significantly more than the two other instructional groups. These findings highlight the importance of a student-centered approach with an active involvement of students in evaluative skills to enhance the tactical decision-making process.
Juan Andrés Merino-Barrero, Alfonso Valero-Valenzuela, Noelia Belando Pedreño, and Javier Fernandez-Río
also used to solve individual conflicts (i.e., progressive separation from the group) and collective ones (i.e., accordion principle), fully integrating TPSR in the physical education classes ( Escartí et al., 2013 ). Table 1 TPSR and Direct Instruction Approach Main Features Content Four learning
The purpose of this paper is to increase awareness of creativity as a goal of adapted physical education, to describe assessment techniques, and to suggest instructional approaches for developing creativity in the movement setting. Creative behaviors that can be developed in handicapped children and youth include fluency, flexibility, originality, elaboration, risk-taking, courage, curiosity, and imagination. Research on creativity and handicapped children is identified and cited. Assessment instruments reviewed are Torrance Tests of Creative Thinking, Wyrick Test of Motor Creativity, Torrance Test of Thinking Creatively in Action and Movement, TWU Motor Creativity Rating Scale, and Brennan Test of Creative Motor Performance. Instructional approaches described are dance and movement education, games analysis intervention, and shared decision-making versus teacher decision-making. Also discussed are modeling and the influence of specific teaching behaviors on handicapped children’s classroom responses.
Weiyun Chen, Cynthia Bowers, and Pamela Hodges Kulinna
A novel instructional approach that concurrently engages grade school students in academic learning and physical activity (PA) as a way to facilitate both student cognitive performance and simultaneously meet recommended daily PA minutes is currently the focus of much research and investigation
Chad M. Killian and Amelia Mays Woods
embedded in the flipped instructional approach and student performance. The flipped instructional approach has also been studied in a university bowling course, in which students were required to engage with online instructional videos prior to arriving in class ( Killian, Trendowski, & Woods, 2016
Bettina Callary and Brian Gearity
lines. Many of the published articles show what it’s like to be a coach developer, draw upon existing theoretical and instructional approaches, or critique and extend existing understandings of coach development. Going forward, we need to be bold in our theorizing and not merely use the same lenses to
Enid K. Selkirk, Cheryl Missiuna, Sandra Moll, Peter Rosenbaum, and Wenonah Campbell
content that specifically referenced equity and inclusion, including paragraphs about “Instructional Approaches and Teaching Strategies,” “Equity and Inclusive Education in Health,” and “Planning Health and Physical Education for Students with Special Education Needs.” The content of these sections
Mark R. Lyberger
. Dyer and Osborne ( 1996 ) noted that the learner’s problem-solving ability can be accelerated with the use of appropriate value-centric instructional approaches. Although teachers have knowledge and experience to impart to students, critical thinking develops from the habit of testing one’s ideas