The effectiveness of a collaborative consultation approach to basic concept instruction with kindergarten children was investigated. Following 8 weeks of intervention by a school speech-language pathologist, university faculty, a classroom teacher, and a physical education teacher, children in the experimental group demonstrated significantly higher performance on target concepts than a control group who received the regular education program. Suggestions for further use of the approach are discussed.
This study was done to ascertain ball preferences of ten-year-old children and to assess whether their preferences were related to their skill in shooting, score attained, or some other factor. 77 children recruited from a rural community and also from the National Youth Sports Program volunteered to participate. Subjects were videotaped as they shot five free throws using in random order a men's, a women's, and a junior standard basketball. A shooting score and a technique score were recorded. Children preferred a ball smaller than the one they normally used; prior experience with a basketball did not seem to influence point scoring. Most subjects were unable to use technically correct mechanics to shoot free throws. There may be considerable improvement in children's shooting technique if instruction is given and a junior size basketball used.
To assess possible differences in children's motor development data were collected from intact first-grade classrooms on six subtest items from the short form of the Bruininks-Oseretsky Test of Motor Proficiency. Analysis of variance of scores for agility, balance, strength, and hand-eye coordination tested the significance of differences between gender and racial groups. Gross motor proficiency of 111 children of a suburban school system and 69 from an urban elementary school was evaluated. African-American children were significantly faster and more agile than the white children; scores for African-American boys were significantly higher than those for all girls, and scores in strength for white boys were significantly higher than those for white girls. White boys had significantly higher scores on hand-eye coordination than all other children but no significant difference on balance among groups was noted.
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