No description available.

The purpose of this study was to examine differences in psychomotor learning using three different presentation formats for providing information and facilitating feedback applied in Keller's Personalized System of Instruction (PST) in a college level bowing course. The course was taught as part of the Basic Instruction Program (BIP) at a large, Southeastern university. Utilizing the principles of Russell’s (1980) Novice Spare Conversion System specific sources of data were analyzed to determine significant differences which existed among and within three forms of presentation formats used for providing information related to converting common spares during the spare conversion unit of a beginning level bowling course. Based on results attained from comparisons of specific formats’ unit skills tests and student perceptions, the study determined the effects of each presentation format as a means of presenting information as part of a PSI design in the psychomotor domain. The three presentation formats were: (a) text (T), (b) text and static graphics (TG), and (c) text, static graphics, and animation (TGA). The findings from this investigation focused on the examination of the effects of three forms of presentation formats applied in a specific course in the psychomotor domain. The effects of each format were examined by analyzing data of significant differences among presentation groups in ten comparisons related to their use for providing skill-related information and the facilitation of feedback in a spare conversion unit as a part of a PSI designed bowling course. Based on information gained from the ten comparisons eight were shown to display no significant difference among presentation formats. / Ph. D.

The present study explored whether explicit instructions would improve the ability of learning disabled and non-disabled children to monitor their comprehension for explicitly stated inconsistencies in stories particularly when the processing demands were increased. Specifically, 24 LD and 24 NLD third and fourth-grade boys listened to three prose passages. Half of each group received explicit instructions describing exactly what type of anomaly was present in the story and the other half received general instructions. The processing demands were manipulated by presenting the stories to each child under three different conditions. In the easy presentation, the premise and contradictory sentences were adjacent. In the distractor task presentation, the premise and contradictory sentences were adjacent, but the child had to simultaneously monitor a secondary task while listening to the story. In the hard presentation, the premise and contradictory sentences were separated by two filler sentences. Multiple measures of detecting inconsistencies and recall were obtained. Past research has determined that LD children exhibit a production deficiency for monitoring inconsistencies in prose passages (Bos & Filip, 1984). However, the present research found that LD children do not exhibit a production deficiency for monitoring explicitly stated inconsistencies in passages. Furthermore, LD and NLD children exhibited the same proficiency in identifying the inconsistencies and recalling the stories. This research provides additional information that must be considered before labeling the LD child as an “inactive learner" (Torgesen, 1980). / Master of Science

The purpose of this study was to gather insights about the thoughts, feelings, and knowledge children had about the skill of throwing. Interviews, conducted with 54 children enrolled in two different schools, served as the primary data collection source. Information concerning their knowledge of the biomechanical throwing cues was gathered using a written test. The children were involved in two different physical education programs. One physical education program was taught using the skills theme approach and the other used a traditional approach. Questions guiding the study included asking the children how they felt about how they were learning to throw, what they liked and disliked about their throwing experiences in their physical education classes, and how important they thought it was to learn to throw. Children were also asked to describe and demonstrate the correct way to throw a ball. Assertions were formed using interpretive research. These assertions framed and organized the results section of the study. Results indicated that the children taught using the skills themes approach were more knowledgeable about the skill of throwing and they attributed their throwing knowledge to their physical education teacher. The children taught using a traditional approach showed little knowledge about throwing and they relied on others, not their physical education teacher, to teach them about throwing. Additional results revealed that all of the children said throwing was an important skill to learn and the way to improve throwing performance was to practice. Implications for teaching throwing are offered. / Master of Science

published_or_final_version / Education / Master / Master of Education

The purpose of the project was to develop a curriculum guide that would allow teachers to effectively and efficiently utilize a school garden to teach the required standards while promoting peace among the students. To develop this a thorough review of literature in the following areas was used: school gardening, peace curriculum, and curriculum design.

No description available.

The focus of this project is an analysis of the relationship between the results of the Academic Performance Index (API) and the Fitnessgram for seventh grade students in California's Riverside and San Bernardino counties. Results of the analysis show a positive relationship beween academic scores and fitness scores.

Thesis (MScSportSc)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: The purpose of this study was to investigate the influence of participation in a sport development programme on the sport skills and self-concept of28 at-risk primary school children from a disadvantaged community. All 28 participants were pre-tested, then received a six-week (12 lesson) intervention programme, after which all children were post-tested. Data collection for the dependent variables was completed using the Latchaw Motor Achievement Test and the Catty Self-Concept Scale. Results of this study revealed that at-risk children realised the following outcomes of participation in a sport skill development programme: • Four of six components of motor achievement improved significantly. • The self-concept of the children did not show a significant improvement. • Three of six components of motor achievement showed a significant correlation with self-concept. Based on the results, it was concluded that participation in a sport skill development programme could not make a significant contribution to the motor development of at-risk primary school children. However more research is needed in this specific area in order to determine how skill development can be implemented to enhance the self-concept of at-risk children. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die invloed van deelname aan 'n sport ontwikkelings program op die sportvaardighede en self-konsep van 28 hoë-risiko laerskool kinders vanuit 'n minderbevoorregte gemeenskap te ondersoek. Al 28 deelnemers was gepretoets en daarna 'n intervensie program van ses weke (12 lesse) gevolg, waarna die kinders weer almal gepost-toets is. Dataversameling vir al die afhanklike veranderlikes is voltooi deur die gebruik van die Latchaw Motoriese toets vir die toetsing van motoriese vaardighdede en die Cratty Selfkonsep toets. Resultate van hierdie studie het aangetoon dat die hoê-risiko kinders die volgende uitkomste met betrekking tot deelname aán die sport ontwikkelings program, behaal het: • Vier van die ses motoriese prestasie komponente het beduidend verbeter • Die selfkonsep van die kinders het nie 'n betekenisvolle verbetering getoon nie. • Drie van die ses motoriese prestasie komponente het 'n betekenisvolle korrelasie getoon met selfkonsep. Gebaseer op hierdie resultate, is daar tot die gevolgtrekking gekom dat deelname aan 'n sport vaardigheid ontwikkelings program geen defnitiewe bydrae gelewer het tot die motoriese ontwikkeling van hoë-risiko laerskool kinders nie. Verdere navorsing word benodig in hierdie spesifieke area om vas te stel hoe 'n vaardigheids ontwikkeling program geimplimenteer kan word om selfkonsep van hoë-risiko kinders te verbeter.

No description available.