An Evaluation of Videomodeling on Fundamental Motor Skill Performance of Preschool Children

Autor/inn/en	Obrusnikova, Iva; Cavalier, Albert
Titel	An Evaluation of Videomodeling on Fundamental Motor Skill Performance of Preschool Children
Quelle	In: Early Childhood Education Journal, 46 (2018) 3, S.287-299 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Obrusnikova, Iva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-017-0861-y
Schlagwörter	Preschool Children; Psychomotor Skills; Basic Skills; Performance Tests; Intervention; Modeling (Psychology); Video Technology; Attention; Learning Motivation; Teaching Methods; Early Childhood Education; Program Effectiveness; Program Evaluation; Qualitative Research + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychomotorische Aktivität; Basic skill; Grundfertigkeit; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Modeling; Modelling; Modellierung; Aufmerksamkeit; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Programme evaluation; Programmevaluation; Qualitative Forschung
Abstract	Proficiency in fundamental motor skills (FMS) is important for both the health and the overall growth and development of young children. To identify factors that facilitate the development of FMS, the study provided preliminary data on the effect of videomodeling (VM) on the acquisition of FMS by typically developing young children. Participants were six conveniently selected typically developing preschool-age children from an early care and education center. A multiple-baseline-across-participants single-subject research design was used to evaluate VM effects. Motor skill acquisition was assessed with validated developmental sequences of the standing long jump and the overarm throw. The results demonstrated that the VM intervention improved participants' FMS performance and the improvement was maintained even after the withdrawal of the VM, 2 weeks after the last VM session. Qualitative data collected via a self-report enjoyment scale and field notes with the instructors elicited four factors that might have affected participants' performance: their attention and motivation to perform the task and the skill complexity and reproduction. The data suggest that VM may be an efficient strategy for teaching FMS to preschool-age children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01