This study investigated the relative effectiveness of three instructional strategies on the learning of an overarm throw among preadolescent females. Subjects were randomly assigned to one of the following instructional strategies: a correct model supplemented with verbal cues, a learning model supplemented with verbal cues, and verbal cues only. The performance outcome, the quality of the motor reproduction, and the accuracy of the cognitive representation of the skill were measured to elucidate the effectiveness of the instructional strategies. A pictorial-arrangement test and a cognitive recognition test of correct form were used to describe the quality of the cognitive representation. The performance of an overarm throw was evaluated using both a behavioral analysis and biomechanical techniques to provide information about form and outcome. All groups were tested on four occasions, prior to each day of a three day instructional strategy intervention and two days after instructional intervention. A 3 X 4 (Instructional Strategy X Test Session) repeated measures DM MANOVA incorporated the dependent variables: overarm throwing form score, pictorial-arrangement test score, and a dynamic cognitive recognition score. The results of the repeated measures DM MANOVA revealed a significant test session main effect only (Wilks Lambda=.226, F(9,25)=9.40, p<.001). Follow-up univariate F tests and trend analyses indicated that subjects in all groups showed significant improvement in overarm throwing form and in the accuracy of the cognitive representation of the motor skill. A 3 X 4 (Instructional Strategy X Test Session) repeated measures ANOVA's were employed to separately analyze four kinematic variables. The results obtained from the ANOVA's, based on an alpha value of .02, indicated statistically nonsignificant improvement in performance of the overarm throw. However, the kinematic variable pertaining to stride length revealed p=.029 for test session and observed trends indicated increased stride length and hip displacement for all subjects across the four test sessions. In conclusion, the results indicated that all three instructional strategies assisted the learner in the achievement of a more accurate cognitive representation and the ability to reproduce a more mature overarm throwing pattern. This study revealed the importance of verbal cues which describe the critical transitional positions of the body throughout the coordinated movement. In addition, observing a learning model who demonstrated movement errors was not detrimental to the viewer's learning of a skill. / Graduation date: 1994

Thesis (Ph. D.)--Brigham Young University. Dept. of Instructional Psychology & Technology, 2003. / Includes bibliographical references (p. 205-210).