SKIPing with Head Start Teachers: Influence of T-SKIP on Object-Control Skills

Autor/inn/en	Brian, Ali; Goodway, Jacqueline D.; Logan, Jessica A.; Sutherland, Sue
Titel	SKIPing with Head Start Teachers: Influence of T-SKIP on Object-Control Skills
Quelle	In: Research Quarterly for Exercise and Sport, 88 (2017) 4, S.479-491 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brian, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
DOI	10.1080/02701367.2017.1375077
Schlagwörter	Early Intervention; Disadvantaged Youth; Psychomotor Skills; Kinesthetic Perception; Kinesthetic Methods; Preschool Children; Preschool Teachers; Experimental Groups; Control Groups; Pretests Posttests; Developmental Delays; Hierarchical Linear Modeling; Comparative Analysis; Physical Education; Faculty Development; Questionnaires; Coaching (Performance); Teacher Competencies; Program Effectiveness; Lesson Plans; Check Lists; Fidelity + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Psychomotorische Aktivität; Kinaesthetic perception; Ästhetische Wahrnehmung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Entwicklungsverzögerung; Körpererziehung; Sportunterricht; Fragebogen; Lehrkunst; Lesson planning; Unterrichtsplanung; Checkliste
Abstract	Purpose: Children from disadvantaged settings are at risk for delays in their object-control (OC) skills. Fundamental motor skill interventions, such as the Successful Kinesthetic Instruction for Preschoolers (SKIP) Program, are highly successful when led by motor development experts. However, few preschools employ such experts. This study examined the extent to which Head Start teachers delivering an 8-week teacher-led SKIP (T-SKIP) intervention elicited learning of OC skills for Head Start children. Method: Head Start teachers (n = 5) delivered T-SKIP for 8 weeks (450 min). Control teachers (n = 5) implemented the typical standard of practice, or well-equipped free play. All children (N = 122) were pretested and posttested on the OC Skill subscale of the Test of Gross Motor Development-2. Results: Descriptive analyses at pretest identified 81% of the children were developmentally delayed in OC skills (below the 30th percentile). A 2-level hierarchical linear model demonstrated the effectiveness of T-SKIP with significant differences (ß = 4.70), t(8) = 7.02, p < 0.001, ?2 = 0.56, between T-SKIP children (n = 63) and control children (n = 59) at posttest. Conclusion: Head Start teachers who delivered T-SKIP could bring about positive changes in children's OC skills, thereby remediating the initial developmental delays presented. Control children remained delayed in their OC skills in spite of daily well-equipped free play, giving rise to concerns about their future motor competence and physical activity levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01