TITLE

Teaching Experience and Training in the Sports Skill Analysis Process

AUTHOR(S)
Beveridge, Sandy K.; Gangstead, Sandy K.
PUB. DATE
January 1988
SOURCE
Journal of Teaching in Physical Education;Jan1988, Vol. 7 Issue 2, p103
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
This study investigated the effects of teaching experience and instruction on visual retention and knowledge of selected sports skills. Prior to and after 30 hours of Instruction, 31 experienced teachers and 29 undergraduates were administered the Utah Skills Analysis Test (USKAT) to assess both visual retention of performance and knowledge of correct motor patterns. Before instruction. teachers performed slightly better than undergraduates on the perceptual portion of USKAT, whereas there were no significant differences on the knowledge portion. A repeated measures analysis indicated significant treatment effects across groups on both perceptual and knowledge measures, with undergraduates exhibiting greater pretest to posttest gains than teachers on both dependent variables. A one-way ANOVA conducted on gain score data of subjects blocked into high, medium, and low functional performance levels based upon pretreatment scores revealed significant differences in perceptual performance between the blocks. It was concluded that (a) both teachers and undergraduates demonstrated the ability to improve performance in qualitative skills analysis, (b) undergraduates appear more responsive to specific instructional protocol than experienced teachers, and (c) entry level performance may influence the impact of the protocol on sport skill analysis performance.
ACCESSION #
20751761

 

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