TITLE

The Effects of Three Disparate Instructional Approaches on Skill Attempts and Student Learning in an Experimental Teaching Unit

AUTHOR(S)
Salter, Wallace B.; Graham, George
PUB. DATE
April 1985
SOURCE
Journal of Teaching in Physical Education;Apr1985, Vol. 4 Issue 3, p212
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The effects of three disparate styles of teaching were examined to determine their influence on motor skill acquisition, cognitive learning related to the performance of a motor skill, and students' ratings of self-efficacy. The subjects were third, fourth, fifth, and sixth grade children (N = 244) in two rural elementary schools. The three instructional methodologies employed were Command, Guided Discovery, and No Instruction, The criterion lesson was a 20-minute experimental teaching unit using a novel golf task. Results revealed no significant differences between the groups taught by the three instructional approaches on skill improvement or self-efficacy. Cognitive understanding improved significantly for the groups taught by the command and guided discovery approaches, however, as compared to the no-instruction groups. Students in the no-instruction groups had a significantly higher number of skill attempts (M = 29.56) as compared to the command (M = 18.56) and guided discovery (M = 20.63) groups. This finding served as a plausible explanation for the lack of significant difference in skill improvement between the three groups on the criterion skill.
ACCESSION #
20725323

 

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