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The effects of tool size and anthropometrics on first and fifth-grade girls' hammering performance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of tool size and anthropometrics on first and fifth-grade girls' hammering performance./
作者:	Trautman, Donna Kae.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1989,
面頁冊數:	148 p.
附註:	Source: Dissertations Abstracts International, Volume: 51-11, Section: A.
Contained By:	Dissertations Abstracts International51-11A.
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9014499
ISBN:	9798207011493

The effects of tool size and anthropometrics on first and fifth-grade girls' hammering performance.
Trautman, Donna Kae.

The effects of tool size and anthropometrics on first and fifth-grade girls' hammering performance. - Ann Arbor : ProQuest Dissertations & Theses, 1989 - 148 p.

Source: Dissertations Abstracts International, Volume: 51-11, Section: A.

Thesis (Ph.D.)--The Ohio State University, 1989.

This item must not be sold to any third party vendors.

The purposes of this study were to define the physical components of first and fifth grade girls when they performed a hammering task, develop a maturity of movement chart to evaluate those components and to define the influence of hammer size and selected anthropometrics on performance. A sample of first and fifth grade girls was identified at Cranbrook Elementary School in Columbus, Ohio. These children were measured to gather anthropometric data, videotaped as they were completing a task using different sized hammers, evaluated as to the maturity of their motor pattern movement, and analyzed concerning movement performance. The research questions posed focused on the size of the tool, the size of the child and the maturity of movement exhibited by the sample of first and fifth grade girls. The data concluded that size itself did make a difference without any type of instruction. The data also suggested that the emphasis in instruction at the elementary level should be placed on the development of proper motor patterns rather than on the output/product of the performance. This is the reverse of current practice since the literature now available in technology education focuses on the ability of children to use tools to produce products and not on the process involved in tool usage. The maturity of movement chart identified characteristics of movements in a low, medium and high maturity rating, however the girls' ratings illustrated that one may not develop in exact "steps or levels" when it comes to motor patterns while using tools. The motor patterns exhibited by the girls were based on the ability that they had and not because of any instruction provided. There was no treatment given in this study. (Abstract shortened with permission of author.).

ISBN: 9798207011493Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

First-grade

The effects of tool size and anthropometrics on first and fifth-grade girls' hammering performance.
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520 $a The purposes of this study were to define the physical components of first and fifth grade girls when they performed a hammering task, develop a maturity of movement chart to evaluate those components and to define the influence of hammer size and selected anthropometrics on performance. A sample of first and fifth grade girls was identified at Cranbrook Elementary School in Columbus, Ohio. These children were measured to gather anthropometric data, videotaped as they were completing a task using different sized hammers, evaluated as to the maturity of their motor pattern movement, and analyzed concerning movement performance. The research questions posed focused on the size of the tool, the size of the child and the maturity of movement exhibited by the sample of first and fifth grade girls. The data concluded that size itself did make a difference without any type of instruction. The data also suggested that the emphasis in instruction at the elementary level should be placed on the development of proper motor patterns rather than on the output/product of the performance. This is the reverse of current practice since the literature now available in technology education focuses on the ability of children to use tools to produce products and not on the process involved in tool usage. The maturity of movement chart identified characteristics of movements in a low, medium and high maturity rating, however the girls' ratings illustrated that one may not develop in exact "steps or levels" when it comes to motor patterns while using tools. The motor patterns exhibited by the girls were based on the ability that they had and not because of any instruction provided. There was no treatment given in this study. (Abstract shortened with permission of author.).
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