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This study was conducted to describe the initial physical education experiences of two less skilled (LS) and two more skilled (MS) kindergarten children, to gain insights into children’s feelings about those experiences, and to suggest their educational significance. Data for this study were triangulated through the use of observations, fieldnotes, and interviews. A narrative description of the setting, program, and teacher were written along with descriptive profiles of each the four children’s experiences in physical education. The results of this study indicated that there were both similarities and differences in the experiences of LS and MS kindergarten children as they participated their initial physical education classes. LS children appeared hesitant in get involved in activity while the MS children appeared more confident in their participation. LS children appeared to learn about classroom procedures by observing their classmates while the MS children appeared to learn about procedures from the teacher or simply figured out what to do on their own. Children were similar in their feelings about participating with partners. They all reported they would rather work by themselves than with a partner. Throughout their initial experiences all four children appeared to possess a "relentless persistence for play’. Whenever physical education tasks were too easy, too difficult, or uninteresting, the children were observed to change the activities to be more play-like. The teacher’s "zone or appropriate responses’ provided children the opportunity to change some tasks to be more play-like while other tasks required a specific non-play-like structure. / Ed. D.

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 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

This study is concerned with physical education for junior high school boys. Specifically, the problem was to select desirable physical activities for boys in the seventh, eighth, and ninth grade of the North Texas State College Laboratory School in Denton, Texas.

Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2007. / The purpose of this study was to determine the effects of two different approaches to presenting content during a sport module in physical education on the movement competence and self-esteem of children ages 11 - 12. One approach consisted of competitive activities and the other approach consisted of cooperative activities and cooperative learning. The following measurement criteria were selected to assess movement competence: response time, coincident timing, eye-hand coordination (throwing and catching) and eye-hand coordination (striking). Harter’s (1982) Perceived Competence Scale for Children was used to measure children’s perceptions their competence in terms of cognitive, social and physical competence and general self-esteem. Pre-tests were administered to a competitive activities group (n=14), a cooperative activities group (n=14) and a control group (n=25). Following a10-week intervention programme, the competitive group achieved significant improvements in response time and eye-hand coordination (striking). The cooperative group improved significantly in their response time. There were no significant improvements in the control group. None of the groups demonstrated significant changes in perceptions of cognitive, social or physical competence or on general self-esteem. This study concluded that participation in cooperative activities as well as competitive activities can help children develop their movement competence. Approaches to the development of positive self-perceptions and self-esteem still require further research. Neither the nature of competitive activities nor cooperative activities seemed sufficient to produce changes.

published_or_final_version / Education / Master / Master of Education