Title: | Four Weeks of Goal-Directed Learning in Primary Physical Education Classes. |
Author(s): | Platvoet, S.W.J. ; Elferink-Gemser, M.T. ; Kannekens, R. ; Niet, M. de ; Visscher, C. |
Publication year: | 2016 |
Source: | Perceptual and Motor Skills, vol. 122, iss. 3, (2016), pp. 871-885 |
ISSN: | 0031-5125 |
DOI: | https://doi.org/10.1177/0031512516648729 |
Annotation: | 1 juni 2016 |
Publication type: | Article / Letter to editor |
Please use this identifier to cite or link to this item : https://hdl.handle.net/20.500.12470/2343 ![]() |
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Lectorate : | Herkennen en Ontwikkelen van Sporttalent |
Journal title : | Perceptual and Motor Skills |
Volume : | vol. 122 |
Issue : | iss. 3 |
Page start : | p.871 |
Page end : | p.885 |
Abstract: |
Relatively little is known about how practice relates to children's improvement in gross motor skill performance. The aim of this study is to determine to what extent 6- and 7-year-old children improve their gross motor skill performance in a four-week period, in which goal-directed learning is stimulated and to determine whether differences between boys and girls occur. Groups of 6 year olds (nn=n167) and 7 year olds (nn=n140) practiced their gross motor skill for four weeks. Physical education teachers stimulated goal-directed learning by their instruction, skill-specific exercises, and individual practice. The week before and after, gross motor skill performance was assessed, using the Körper Koordinations Test für Kinder, and compared with a control group (nn=n131). Both 6 and 7 year olds in the intervention group improved their gross motor skill performance significantly more than the control group. The results show the relevance of goal-directed learning for the improvement of gross motor skill performance.
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