COOPERATIVE LEARNING VS. DIRECT INSTRUCTION IN YOUTH SPORT: EFFECTS ON CHILDREN’S MOTOR LEARNING

IF 0.2 Q4 SPORT SCIENCES
Lea Železnik Mežan, B. Škof
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引用次数: 0

Abstract

Cooperative Learning promotes peer teaching that fosters active learner engagement and better retention and usefulness of knowledge. Research has shown that Cooperative Learning has a positive impact on motor learning in PE students. The aim of this study was to investigate whether Cooperative Learning is a more appropriate teaching approach for use in youth competitive athletics to improve children’s motor learning, compared to the Direct Instruction used so far. Using cluster random assignment, twelve Slovenian track and field groups (140 young athletes) were divided into an experimental group that completed three Cooperative Learning units (30 training sessions) and a control group. The children’s performances in four track and field skills were recorded and rated by three qualified assessors. A pretest-posttest research design was used. Nested analyses of covariance were conducted to examine whether the model (Cooperative Learning vs. Direct Instruction) affected posttest scores, adjusting for the average age of children and their track and field proficiency at baseline. Significant differences in favour of Cooperative Learning were found for three variables: track and field skills, low skipping, and crouch start. We found that Cooperative Learning is very effective in improving motor learning in youth competitive athletics and even more effective than Direct Instruction. The cooperative nature of the studied pedagogical model promotes peer teaching, giving feedback and taking responsibility, which has a more positive effect on the young athletes’ sports skills than the traditional teaching method.
青少年体育运动中的合作学习与直接指导:对儿童运动学习的影响
合作学习促进同伴教学,促进学习者积极参与,更好地保留和有用的知识。研究表明,合作学习对体育学生的运动学习有积极的影响。本研究的目的是探讨合作学习是否比直接教学更适合用于青少年竞技体育运动中,以提高儿童的运动学习能力。采用整群随机分配的方法,将12个斯洛文尼亚田径组(140名年轻运动员)分为完成3个合作学习单元(30次训练)的实验组和对照组。孩子们在四项田径项目上的表现由三名合格的评估员记录和评分。采用前测后测研究设计。采用协方差嵌套分析来检验该模型(合作学习vs.直接教学)是否影响测试后得分,调整了儿童的平均年龄及其基线的田径熟练程度。在田径技能、低跳绳和蹲下起跑三个变量上,有利于合作学习的差异显著。我们发现合作学习在提高青少年竞技体育运动学习能力方面非常有效,甚至比直接教学更有效。所研究的教学模式的合作性质促进了同伴教学、反馈和承担责任,与传统的教学方法相比,对青少年运动员的运动技能有更积极的影响。
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Kinesiologia Slovenica
Kinesiologia Slovenica SPORT SCIENCES-
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