Developing fundamental motor pattern analysis skills using online mastery-based modules: Comparing different groups
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Authors
Nardo, Bryan
Vachon, Nicholas
Baert, Helena
Madden, Matthew
True, Larissa
Issue Date
2016
Type
Learning Object
Presentation
Presentation
Language
en_US
Keywords
Motor ability , Physical education and training , Physical education teachers--Training of , Physical education and training
Alternative Title
Abstract
Physical education teachers are in the business of promoting physical literacy and developing competent movers. In order to accomplish this goal, pre-service teachers must be able to observe, assess, analyze and correct gross motor skills effectively. While PE majors in the SUNY Cortland program complete a motor development course and field experience, data shows that motor skill analysis proves to be a challenge over the other pedagogical competencies. Consequently, pre-service teachers could benefit from a supplement where they are provided with more practice in skill analysis. Mastery-based learning, also called competency-based learning is based on an approach developed by educational psychologist Benjamin Bloom, a model of instruction aimed to individualize learning where students progress through an online supplement based on their own progression through the competencies. This type of instruction leads to more flexibility for the learner and the ability to slow down or accelerate their learning depending on their own learning needs. The main objective is to analyze the effects of an online supplement that assesses the movement analysis abilities of teacher candidates at various stages within the physical education program at SUNY Cortland. The online supplement included a pre and post-test as well as three modules detailing three gross motor skills specifically; horizontal jumping, ball rolling, and dynamic balance. A pilot course which consisted of both a control group and experimental group was developed with physical education teacher candidates from four courses. The control group completed a pre and post-assessment while the experimental group completed a pre-test, three competency-based training modules analyzing gross motors skills and a post-test. The study is experimental, evaluative, and quantitative in nature. The individuals who participated in this study were recruited and randomly assigned their role. This poster will present preliminary data comparing the pre and post test results from participants in different levels (sophomore, junior, and senior). The utilization of statistics and percentages will be used to further gain an understanding about the levels of content knowledge the teacher candidates have about motor development.