Motor Behavior

Effects of Teacher Centered and Child Centered Approaches on Actual and Perceived Motor Competence of the Elementary School Girls

Document Type : Research Paper

Authors

1 M.Sc. of Motor Behavior, Kharazmi University

2 Assistant Professor of Motor Behavior, Kharazmi University

3 Professor of Motor Behavior, Kharazmi University

Abstract
The purpose of the present study was to investigate the effects of a manipulation skills intervention program, on actual and perceived motor competence of the elementary school girls by teacher centered and child centered Approaches. For this purpose, 45 girl elementary school students of Qorveh (8.98±0.20 years) via a multi-stage random sampling were selected and after matching were divided into three groups of teachers centered, child centered and control. Each program consisted of 20, 45-minute sessions during a ten-week period. The results showed that in posttest the actual and perceived competence of two intervention groups were higher than control group and the child-center group was better than teacher-center group (P<0.05). The results show that the benefits attributed to the intervention program with emphasis on mastery motivational climate approach, have the capability of generalize in the field of manipulative fundamental motor skills.

Keywords

Main Subjects

  1. Gallahue, D.L., Ozmun. J.C., Goodway. J.D. Understanding motor development: Infants, Children, Adolescents, Adults, (7th ed). Boston, MA: mcgraw-hill. 2012. P: 91-2.
  2. Payne, V.G., & Isaacs, L.D. Human motor development: A lifespan approach. Mountain View, Calif: Mayfield Pub. Co. 2012. P: 23-5.
  3. Gabbard, C. Lifelong motor development (5th ed.). San Francisco, CA: Benjamin Cummings. 2008. P: 19-20
  4. Stodden, D.F., Goodway, J.D., Langendorfer, S.J., Roberton, M.A., Rudisill, M.E., Garcia, C., & Garcia, L.E. A developmental perspective on the role of motor skill competence on physical activity: An emergent relationship. Quest. 2008. 14, 224-841.
  5. Logan. S.W. Robinson. L. Wilson E. and Lucas. W.A. Getting the fundamentals of movement: a meta-analysis of the effectiveness of motor skill interventions in children: Article first published online: 1 SEP 2011.
  6. Robinson, L.E. Effect of a Mastery Climate Motor Program on Object Control Skills and Perceived Physical Competence in Preschoolers. Research Quarterly for Exercise and Sport. 2011. 82(2), 355-9.
  7. Seefeldt, V. Developmental motor patterns: Implications for elementary school physical education. In C. Nadeau, W. Holliwell, K, Newell & G, Roberts (Eds.), Psychology of motor behaviour and sport (pp. 8/0-828). Champaign IL: Human Kinetics. 1980. P: 12-3.
  8. Valentini, N.C., & Rudisill, M. Motivational climate, motor skill development, and perceived competence: Two studies of developmentally delayed kindergarten children. Journal of Teaching in Physical Education. 2004. 23, 216 –34.
  9. Harter, S. The development of self-representations. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., Vol. 3, pp. 553–618). New York: Wiley. 1998. P: 45-9.
  10. Laura, B., Maurizio, B., Francesca, V., Edson, F. & Claudio R. The Effects of Motivational Climate Interventions on Psychobiosocial States in High School Physical Education. Research Quarterly for Exercise and Sport. 2015. 1-9.
  11. Martin, E.H., Rudisill, M.E., & Hastie, P.A. Motivational climate and fundamental motor skill performance in a naturalistic physical education setting. Physical Education and Sport Pedagogy. 2009. 14, 227–240.
  12. Logan, S., Robinson, L., Webster, E.K., Barber, L. Exploring preschoolers’ engagement and perceived physical competence in an autonomy-based object control skill intervention: A preliminary study. Eurepian Physical Education Review. 2013. 19(3): 302-14.
  13. Sampaio, D.F., Valentini, N.C. Gymnastic Rhytmic’ Youth Sport: Traditional Approach and Mastery Motivational Climate Approach. Rev. Educ. 2015. 26 (1): 1-10.
  14. Morgan, J.P., Barnet, L.M., Cliff, D.O., Okely, A.D., Scott, H.A., Cohen, K.E., Lubans, D. R., Fundamental Movement Skill Interventions in Youth: A Systematic Review and Meta-analysis. 2013. 132 (5): 1361-86.
  15. Ulrich, D.A. Test of Gross Motor Development. 2th ed. Austin, TX: Pro-Ed. 2000.
  16. Zare Zade M. Determining reliability and validity of test of gross motor development (Ulrich, 2000) in 3-11 aged children of Tehran city. doctoral dissertation. Tehran Univ Fac Phys Educ Sport sci. 2010. P: 41-4 (Persian).
  17. Koning, S. Increasing Perceptual competence in beginning tennis players: The effects of task Oriental motivational climate and adaptive learning strategies. Unpublished master thesis, University of Clemson. 2008. P.90-3.
  18. Shahim, S. Self-Perception of Competence by Iranian Children. Psychological Report. 2004. 8 (94), 827-79.
  19. Newell, K. Constraints on the development of coordination. In M. G. Wade & h. t. Whiting (Ed.), Motor development in childeren: aspects of coordination and control. Dordrecht, The Netherlands: Nijhoff. 1986. p 341-60.
  20. Magil, R. Motor learning: concepts and applications. Boston, MA: mcgraw-hill. 2011.p: 25-9.
  21. Nicholls, J.G. Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review. 1984. 91, 328–46.
  22. Harter, S. The perceived competence scale for children. Child Development. 1982. 8, 32.
  23. Bowler. M. The influence of the TARGET motivational climate structures on pupil physicl activity levels during year 9 athletics lessons. Education line. Paper presented at the British Educational Research Association Annual Conference, University of Manchester. 2009.
  24. Baena-Extremera A., Gómez-López. M., Granero-Gallegos. A., Abraldes. J.A. Motivation, Motivational Climate and Importance of Physical Education. Procedia- Social and Behavioral Sciences. 2014. 132, 37–42.
  25. Chris G. Harwood; Richard J. Keegan; Jonathan M.J. Smith; Adam S. Raine. A. Systematic Review of the Intrapersonal Correlates of Motivational Climate Perceptions in Sport and Physical Activity. Psychology of Sport and Exercise. 2015. 18, 9-25.
  26. Harter, S. The perceived competence scale for children. Child Development. 1982. 08, 32.
  27. Silverman, S. Linear and curvilinear relationships between student practice and achievement in physical education. Teaching & Teacher Education. 1990. 6(2): 305–14.
  28. Kevin, M. Reconceptualizing Motivational Climate in Physical Education and Sport Coaching: An Interdisciplinary Perspective. Quest. 2016. 1-18.
Motor Behavior
Volume 10, Issue 31
Spring 2018
May 2018
Pages 39-52

  • Receive Date 27 May 2016
  • Revise Date 22 August 2016
  • Accept Date 30 August 2016

Home

Reviewers

Submit Manuscript

Publication Ethics

news

Journal Metrics

Contact Us