Instructional climates in preschool children who are at-risk. Part 1: object-control skill development
Gespeichert in:
| Deutscher übersetzter Titel: | Das Unterrichtsklima bei Kindern im Vorschulalter mit Risikoprofil. Teil 1: Die Entwicklung der Fertigkeit der Gegenstandskontrolle |
|---|---|
| Autor: | Robinson, Leah Elizabeth; Goodway, Jacqueline D. |
| Erschienen in: | Research quarterly for exercise and sport |
| Veröffentlicht: | 80 (2009), 3, S. 533-542, Lit. |
| Format: | Literatur (SPOLIT) |
| Publikationstyp: | Zeitschriftenartikel |
| Medienart: | Gedruckte Ressource Elektronische Ressource (online) |
| Sprache: | Englisch |
| ISSN: | 0270-1367, 2168-3824 |
| DOI: | 10.1080/02701367.2009.10599591 |
| Schlagworte: | |
| Online Zugang: | |
| Erfassungsnummer: | PU201004003631 |
| Quelle: | BISp |
Abstract des Autors
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 TreatmentXTime interaction (p<.001) was present, supporting the effectiveness of both OC instructional climates in improving OC skills over time, 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. Verf.-Referat