Abstract
Although competency in qualitative assessment is a critical prerequisite for effective teaching, undergraduate programs have struggled in developing this competency. The purpose of this study was to compare the effects of interactive videotape (IV) and teacher-directed (TD) instructional methods on knowledge, performance, and assessment of fundamental motor skills. Participants were thirty undergraduate students enrolled in two motor development classes taught by the same instructor. The IV group viewed twelve instructional videotapes while the TD group received training through teacher demonstrations. Both groups received a total of 450 minutes of instruction and practice. The data analyses indicated significant differences in favor of the IV group for each of the three dependent variables. Results suggest that a videotape instructional method is a time-efficient and practical strategy to enhance qualitative assessment skills of undergraduate students.
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