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
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/35368 |
| Date | 21 January 1994 |
| Creators | Adams, Deborah Lee |
| Contributors | Rose, Debra J. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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