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Abstract

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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References

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Perceptual Style and Instruction in the Acquisition of Qualitative Analysis of Movement by Majors in Elementary Education

Abstract

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