The intent of this study was examination of effects of sex of subject, eye preference, and speed of stimulus on anticipation of coincidence. 15 men and 15 women made estimates of a baseball's arrival at the front edge of a home plate. Subjects had blocks of trials while standing with either the preferred or nonpreferred eye closest to the oncoming ball, followed by trials of the other eye closest. Balls were projected 45 ft. by a pitching machine at speeds of 35, 40, 45, and 50 mph. Analysis indicated no significant difference for sex or eye preference but a significant speed effect, with the slowest speed being less accurate.
84 majors in elementary education were divided into three groups, one control group and two experimental groups. The control group received no instruction in skill analysis while the experimental groups were instructed via videotape in either the instep kick in soccer or in throwing, catching, and striking skills. All three groups were given a skill-analysis test composed of throwing, catching, and striking skills. Statistical analysis yielded significant effect for those who viewed the throwing, catching, and striking videotape. No effect was found for the control group or the group who viewed the soccer-instep videotape. The results suggest specificity may be as important in skill analysis as in acquisition.
This study concerned the effects of treatment and sex of subject on the qualitative analysis of skill of undergraduate physical education majors. 29 majors in undergraduate physical education were randomly assigned to two groups, who viewed a pretest tape and a posttest tape together but were separated for instructional treatment. The instructional tapes covered throwing, catching, and striking skills and differed only in the information presented. One instructional tape showed examples of good and bad skill while the other showed only examples of good skill. Using the Group Embedded Figures Test as a covariate, a three-way (sex by treatment by tests) analysis of variance yielded a significant main effect for tests and an interaction of tests by treatment. Posttest means for both groups were superior to pretest means, and good examples gave higher means than good and bad examples. No effect was found for sex of subjects or the other interactions.
This study examined the effects of videotaped instruction and perceptual style on 98 undergraduate elementary education majors' (77 women, 21 men) ability to learn to analyze movement by children. Scores from the Group Embedded Figures Test were used to stratify the subjects by quartiles. Students from each of the quartiles were randomly assigned to either the instruction or the control group. All subjects viewed a pre- and posttest and were separated for treatment. The instructed group watched a videotape of children throwing, catching, and striking while the control group did unrelated activity. A three-way analysis of variance gave significant effects for treatment, tests and the interactions of perceptual style and treatment and of tests and treatment. Instruction was superior to no instruction. The third quartile scorers in the instructed group had higher scores at posttest than those from the third quartile in the control group.
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