Instructional Climates in Preschool Children Who Are At-Risk. Part I: Object-Control Skill Development

被引：204

作者：

Robinson, Leah E. ^{[1
]}

Goodway, Jacqueline D. ^{[2
]}

机构：

[1] Auburn Univ, Dept Kinesiol, Auburn, AL 36849 USA

[2] Ohio State Univ, Sch Phys Act & Educ Serv, Columbus, OH 43210 USA

来源：

RESEARCH QUARTERLY FOR EXERCISE AND SPORT | 2009年 / 80卷 / 03期

关键词：

low autonomy; fundamental motor skills; mastery climate; motor skill instruction; MOTIVATIONAL CLIMATE; PHYSICAL-EDUCATION; INTERVENTION; PERCEPTIONS;

D O I：

10.5641/027013609X13088500159480

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

Part I of this study examined the effect of two 9-week instructional climates (low autonomy [LA] and mastery motivational climate [MMC]) on object-control (OC) skill development in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or-comparison group. OC skills were assessed at pretest, posttest, and retention test with the Test of Gross Motor Development-2nd Edition. A significant Treatment x Time interaction (p < .001) was present, supporting the effectiveness of both OC instructional climates in improving OC skills over lime, while the comparison group resulted in no changes. The authors conclude, that developmentally and instructionally appropriate climates are beneficial to OC skill learning, along with the need for "planned" movement experiences in motor learning environments.

引用

页码：533 / 542

页数：10

共 30 条

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