TITLE

Young Children's Divergent Movement Ability: Study II

AUTHOR(S)
Cleland, Frances E.
PUB. DATE
April 1994
SOURCE
Journal of Teaching in Physical Education;Apr1994, Vol. 13 Issue 3, p228
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Young children's {N = 50) divergent movement ability (DMA), which is one aspect of critical thinking in physical education, was examined in this study. Treatment Group A received 20 physical education lessons based on skill themes using indirect teaching styles (n = 16). Twenty lessons based on low-organized games content using direct teaching styles were provided to Treatment Group B (n = 17). No treatment was provided to the control subjects in Group C (� = 17), No significant DMA pretest differences were determined, and the independent variables (i.e., gender, intelligence, creativity, and background of movement experience) examined were not significantly related to subjects' pretest DMA. A two-way ANOVA and post hoc Scheffe test revealed that Group A's posttest DMA scores were significantly higher than those for either Group B or Group C, F{2, 47) = 11,7, p < .0001. Young children's ability to generate different movement pattems (i.e., DMA), therefore, was significantly improved in response to employing critical thinking strategies in physical education.
ACCESSION #
20751956

 

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