Effect of Instructional Units on the Analysis of Related and Unrelated Skills

Abstract

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.

Validity and Reliability of Visual Ratings of the Vertical Jump

“…This result was consistent with several studies showing nonsignificant effects of professional experience on subjective ratings of human movement. First, qualitative analysis abhty seems to be specific to the activity (Biscan & Hoffman, 1976;Imwold & Hoffman, 1983) and tends to improve with specific traGing (Morrison & Reeve, 1986;Beveridge & Gangstead, 1988). One study reported that student raters had higher mean agreement scores than experienced physical educators (Biscan & Hoffman, 1976).…”

“…It is also possible that cpalitative analysis of dynamic movements Me the vertical jump is more related to other factors rather than professional experience. First, qualitative analysis abhty seems to be specific to the activity (Biscan & Hoffman, 1976;Imwold & Hoffman, 1983) and tends to improve with specific traGing (Morrison & Reeve, 1986;Beveridge & Gangstead, 1988). Second, there are perceptual difficulties in observing fast movements.…”

Visual Analysis of the Overarm Throw and Related Sport Skills: Training and Transfer Effects

“…It was concluded that skill-specific training is needed if transfer of learning to other skills is to occur. Momson and Reeve's (1986) study, however, did not compare the effect that training in one of the general movement patterns (throwing, kicking, striking, catching) had on participants' ability to analyze sport skills based on the same general movement pattern. Their study demonstrated that training in the visual analysis of the throw, strike, and catch had an effect on visually analyzing those skills, but that training in the soccer instep kick, a different general movement pattern, did not generalize to analyzing the throw, strike, and catch.…”

Does Computer-Based Motor Skill Assessment Training Transfer To Live Assessing?

“…MSAP was based on the skill-specific approach to developing assessment competency, which divides motor skills into distinct components, or focal points (Morrison & Reeve, 1986, 1988. This approach requires teachers to learn the individual focal points and develop the ability to observe and compare them against the defined set of standards or criteria (Kelly, Reuschlein, & Haubenstricker, 1989, 1990.…”