The purpose of this study was twofold. First, to determine if planned
interventions could increase untrained undergraduate students' use of positive and
specific skill feedback while a teaching fundamental motor skill to children who are
disabled. Second, to qualitatively assess the effect of specific verbal feedback on
student motor performance. Six undergraduate students enrolled in the Adapted
Physical Activity and Lab class at Oregon State University served as teachers for 6
children who were classified as having a mild to moderate disability. Teachers were
individually videotaped teaching the same fundamental motor skill each week for 14
weeks in the actual clinic setting. Week 4 teachers were sequentially introduced to the
intervention package which included: (a) defining specific skill feedback and
discussing its role in skill development, (b) a single viewing of a master teacher
videotape, (c) verbally and physically reviewing critical elements of skill being taught,
and (d) reviewing teacher feedback and student motor performance each lesson. A
variation of the single subject, multiple baseline design across subjects was used to
assess the effect of the intervention package on teacher feedback and student motor
performance.
Single subject data analysis techniques indicated untrained teachers were
already using corrective specific feedback while the intervention package developed
successfully increased their use of positive specific skill feedback. In addition,
evidence suggests a positive relationship between teachers' use of specific skill
feedback and student motor performance. Based on these findings, it appears specific
verbal feedback behavior of untrained volunteer teachers can be increased as a result
of the intervention package developed. It is recommended that future studies replicate
this study with a larger number of teachers/students and over a longer period of time. / Graduation date: 1992
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/37158 |
| Date | 13 December 1991 |
| Creators | Gately, Jeanne E. |
| Contributors | McCubbin, Jeff |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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