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Effects of a Web-based intervention program on the acquisition of knowledge and visual recognition of critical elements and the precision of feedback for selected sports skills.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of a Web-based intervention program on the acquisition of knowledge and visual recognition of critical elements and the precision of feedback for selected sports skills./
作者:	McLaughlin, Erin Jean.
面頁冊數:	1 online resource (119 pages)
附註:	Source: Dissertations Abstracts International, Volume: 61-05, Section: A.
Contained By:	Dissertations Abstracts International61-05A.
標題:	Physical education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9939769click for full text (PQDT)
ISBN:	9780599411043

Effects of a Web-based intervention program on the acquisition of knowledge and visual recognition of critical elements and the precision of feedback for selected sports skills.
McLaughlin, Erin Jean.

Effects of a Web-based intervention program on the acquisition of knowledge and visual recognition of critical elements and the precision of feedback for selected sports skills. - 1 online resource (119 pages)

Source: Dissertations Abstracts International, Volume: 61-05, Section: A.

Thesis (Ed.D.)--University of Northern Colorado, 1999.

Includes bibliographical references

The purpose of this study was to determine the effect of an intervention program on the acquisition of knowledge of critical elements of selected sports skills, the visual recognition of critical elements of selected sports skills, and the precision of feedback provided to the performer following implementation. The sample consisted of 47 undergraduate physical education majors. Participants enrolled in a physical education student teaching seminar class ( n = 14) were selected as members of the control group. The traditional teaching group consisted of those participants enrolled in a theory of softball class (n = 19). The interactive group consisted of those participants enrolled in a methods of teaching elementary physical education class (n = 14). The experimental design of this study was a three-group pretest and posttest design. The data were collected using three types of instrumentation: (a) a knowledge of critical elements test, (b) a visual recognition test, and (c) a feedback test. A RM ANOVA and a Bonferroni Multiple Comparison post hoc test were used to detect significant mean differences in change scores among the three groups for the three variables. No significant differences were found between the three groups for knowledge of critical elements (p < .05). No significant differences were found between the three groups for recognition of critical elements (p < .05). Significant differences were found between the control group and the interactive intervention group, and the control group and the traditional teaching intervention group for precision of feedback (p < .05). The findings of this study support the use of both the traditional teaching method and the interactive instructional method for increasing precision of feedback in preservice physical education majors. Both instructional methods have potential for increasing learning in undergraduate physical education teacher education training programs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780599411043Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Critical elementsIndex Terms--Genre/Form:

542853
Electronic books.

Effects of a Web-based intervention program on the acquisition of knowledge and visual recognition of critical elements and the precision of feedback for selected sports skills.
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