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| Title: | Four Weeks of Goal-Directed Learning in Primary Physical Education Classes. |
| Author(s): | ; ; ; ; |
| 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 |
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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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This item appears in the following Collection(s)
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Han Publications [2075]