The Effects of Three Styles of Teaching on University Students’ Motor Performance

The influential Mosston’s Spectrum of Teaching Styles is a guide to teaching decisions in Physical Education. This highly researched topic has been tested in many contexts so that our focus is centered on the type of skill during motor skill acquisition in physical education settings. Given that the tasks employed in the studies have been either specialized or manipulative fundamental skills, we sought to extend our understanding of the issue addressing the effects of teaching styles in the process of learning a stability fundamental skill. Our purpose was to examine motor and psychological effects of command and guided discovery teaching styles from Mosston's Spectrum in the acquisition and retention of the handstand in scholars. Third graders from a suburban school in Sao Paulo, Brazil, were assigned to a command (n=22) and a guided discovery (n=23) group. The process of learning the handstand lasted six acquisition sessions, carried out between a pretest and a posttest/retention. We used as dependent variables the motor developmental level (initial, elementary and mature), the movement ratings (scores from 0 to 10) and the motivation levels (post-learning self-reported subscales from the Intrinsic Motivation Inventory). The guided discovery teaching style led more scholars to reach the mature developmental stage of the handstand on retention compared to the command teaching style. No group differences were detected with respect to ratings or intrinsic motivation. Regardless of the group, the pretest ratings were lower than the posttest ones as well as boys scored higher in pressure and tension subscale as compared to girls. The current findings suggest that both teaching styles promoted motor acquisition, but the guided discovery teaching style seemed to yield superior handstand retention.

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Effects of command and guided discovery teaching styles on acquisition and retention of the handstand

Revista Brasileira de Educação Física e Esporte ◽

10.11606/1807-5509202000010011 ◽

2020 ◽

Vol 34 (1) ◽

pp. 11-18

Author(s):

Fernanda Buonome El Khouri ◽

Cassio de Miranda Meira Junior ◽

Graciele Massoli Rodrigues ◽

Maria Luiza de Jesus Miranda

Keyword(s):

Physical Education ◽

Intrinsic Motivation ◽

Skill Acquisition ◽

Teaching Style ◽

Teaching Styles ◽

Third Graders ◽

Group Differences ◽

Guided Discovery ◽

Motor Skill Acquisition ◽

Spectrum Of Teaching Styles

The influential Mosston’s Spectrum of Teaching Styles is a guide to teaching decisions in Physical Education. This highly researched topic has been tested in many contexts so that our focus is centered on the type of skill during motor skill acquisition in physical education settings. Given that the tasks employed in the studies have been either specialized or manipulative fundamental skills, we sought to extend our understanding of the issue addressing the effects of teaching styles in the process of learning a stability fundamental skill. Our purpose was to examine motor and psychological effects of command and guided discovery teaching styles from Mosston's Spectrum in the acquisition and retention of the handstand in scholars. Third graders from a suburban school in Sao Paulo, Brazil, were assigned to a command (n=22) and a guided discovery (n=23) group. The process of learning the handstand lasted six acquisition sessions, carried out between a pretest and a posttest/retention. We used as dependent variables the motor developmental level (initial, elementary and mature), the movement ratings (scores from 0 to 10) and the motivation levels (post-learning self-reported subscales from the Intrinsic Motivation Inventory). The guided discovery teaching style led more scholars to reach the mature developmental stage of the handstand on retention compared to the command teaching style. No group differences were detected with respect to ratings or intrinsic motivation. Regardless of the group, the pretest ratings were lower than the posttest ones as well as boys scored higher in pressure and tension subscale as compared to girls. The current findings suggest that both teaching styles promoted motor acquisition, but the guided discovery teaching style seemed to yield superior handstand retention.

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The Effects of Observing a Learning Model (or Two) on Motor Skill Acquisition

Journal of Motor Learning and Development ◽

10.1123/jmld.2016-0037 ◽

2018 ◽

Vol 6 (1) ◽

pp. 4-17 ◽

Cited By ~ 3

Author(s):

Edward Hebert

Keyword(s):

Skill Acquisition ◽

Error Detection ◽

Motor Skill ◽

Learning Model ◽

Learning Models ◽

Physical Practice ◽

Treatment Groups ◽

Motor Skill Acquisition ◽

Strategy Evaluation ◽

Temporal Placement

Modeling, which enhances skill acquisition, is an often-used means of conveying information to learners. While models typically provide a demonstration of correct movements or successful performance, skill acquisition is also enhanced by observing a “learning model,” who practices, receives feedback, and improves. The effect is proposed to be due to the observer engaging in problem-solving, error detection, and strategy evaluation. The purpose of this experiment was to examine the effects of observing one or two learning models in combination with physical practice, and the temporal placement of model observation during physical practice, on the acquisition and retention of a motor skill. College students practiced a 3 × 6 × 3 cup stacking task in groups of three, and had opportunities to observe their peers’ physical practice. Treatment groups differed in the order of observation and physical practice; some participants engaged in physical practice prior to observation, while others observed one or two learning models before practice. Data indicated observation prior to engaging in physical practice enhanced learning. In addition, participants were able to identify strategies they observed that enhanced skill performance. These results support and add to existing research on modeling, and provide insight into the types of cognition that occur during observational learning.

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Emergence of perceptuomotor relationships during paleolithic stone toolmaking learning: intersections of observation and practice

Communications Biology ◽

10.1038/s42003-021-02768-w ◽

2021 ◽

Vol 4 (1) ◽

Author(s):

Kristel Yu Tiamco Bayani ◽

Nikhilesh Natraj ◽

Nada Khresdish ◽

Justin Pargeter ◽

Dietrich Stout ◽

...

Keyword(s):

Motor Learning ◽

Skill Acquisition ◽

Motor Skill ◽

Motor Performance ◽

Action Observation ◽

Performance Improvements ◽

Motor Skill Acquisition ◽

Gaze Patterns ◽

Archeological Evidence ◽

And Performance

AbstractStone toolmaking is a human motor skill which provides the earliest archeological evidence motor skill and social learning. Intentionally shaping a stone into a functional tool relies on the interaction of action observation and practice to support motor skill acquisition. The emergence of adaptive and efficient visuomotor processes during motor learning of such a novel motor skill requiring complex semantic understanding, like stone toolmaking, is not understood. Through the examination of eye movements and motor skill, the current study sought to evaluate the changes and relationship in perceptuomotor processes during motor learning and performance over 90 h of training. Participants’ gaze and motor performance were assessed before, during and following training. Gaze patterns reveal a transition from initially high gaze variability during initial observation to lower gaze variability after training. Perceptual changes were strongly associated with motor performance improvements suggesting a coupling of perceptual and motor processes during motor learning.

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Effect of Caffeine on Motor Performance by Caffeine-Naive and -Familiar Subjects

Perceptual and Motor Skills ◽

10.2466/pms.1992.74.1.151 ◽

1992 ◽

Vol 74 (1) ◽

pp. 151-157 ◽

Cited By ~ 14

Author(s):

B. H. Jacobson ◽

S. R. Thurman-Lacey

Keyword(s):

Body Weight ◽

Repeated Measures ◽

Motor Performance ◽

Placebo Control ◽

Significant Group ◽

Significant Group Difference ◽

Performance Skills ◽

College Age ◽

Error Frequency ◽

Repeated Measures Analysis

The purpose of this investigation was to assess the effect of caffeine on selected manipulation skills by caffeine-naive and caffeine-familiar subjects. The subjects were 20 caffeine-naive (<90 mg/d) and 20 caffeine-familiar (>750 mg/d) college-age (21 ± 1.7 yr.) women. Measurements included steadiness error time and frequency, duration of tracing, error time and frequency, and dexterity. Doses of 2.5, 5.0 mg-kg−1 body weight caffeine or a placebo (200 mg. methylcellulose) were administered randomly to all subjects on three separate occasions. A 2 × 3 repeated-measures analysis of variance yielded a significant group difference for steadiness error time between the 5 mg·kg−1 and 2.5 mg·kg−1 dose and between 5 mg·kg−1 and the placebo. For frequency of steadiness errors, the nonuser group posted significant gains for both 5.0 and 2.5 mg·kg−1 over the placebo control. On tracing error time and error frequency, 5.0 mg·kg−1 resulted in significant increases from both 2.5 mg·kg−1 and the placebo group. In the caffeine-naive group, both doses of caffeine led to significant increases in dexterity time from the placebo, and the 5.0 mg·kg−1 dose was significantly different from the 2.5 mg·kg−1 trial. It was concluded that caffeine had detrimental effects on selected performance skills of caffeine-naive women but not in caffeine-familiar women.

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Knowledge and Motor Performance

Perceptual and Motor Skills ◽

10.2466/pms.1992.74.3c.1195 ◽

1992 ◽

Vol 74 (3_suppl) ◽

pp. 1195-1202 ◽

Cited By ~ 1

Author(s):

Robert Kerr ◽

Jean-Louis Boucher

Keyword(s):

Motor Skills ◽

Skill Acquisition ◽

Motor Skill ◽

Task Analysis ◽

Motor Performance ◽

Schema Theory ◽

Motor Ability ◽

General Motor ◽

Motor Skill Acquisition ◽

Strategic Allocation

Traditionally, motor skill acquisition has implied that the performance of a given individual on a particular skill is dependent on the amount of prior practice of that skill. However, concepts such as schema theory, or kinetic formulae, or the strategic allocation of resources imply that, even when practising specific skills, performers gain knowledge about their own motor performance which can be used or applied to related or novel situations. An attempt was made to relate the performance of a complex psychomotor task to differing levels of motor skill expertise or knowledge (athlete and nonathlete). 20 subjects performed (1600 responses) on a novel pursuit or tracking task. Analysis indicated that the athletes performed significantly better. Their main advantage appeared to be more in their ability to control and produce fast, accurate movements than in their decision-making. Accepting Henry and Rogers' 1960 proposition that there is no such thing as a general motor ability or coordination factor does not imply that the only alternative is for all motor skills to be specific. It is argued that the differences in the present study arose from the athletes' greater knowledge (schema, kinetic formulae) related to their understanding of their own motor capabilities.

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Effects of Synbiotics on the Fecal Microbiome and Metabolomic Profiles of Healthy Research Dogs Administered Antibiotics: A Randomized, Controlled Trial

Frontiers in Veterinary Science ◽

10.3389/fvets.2021.665713 ◽

2021 ◽

Vol 8 ◽

Author(s):

Jacqueline C. Whittemore ◽

Joshua M. Price ◽

Tamberlyn Moyers ◽

Jan S. Suchodolski

Keyword(s):

Repeated Measures ◽

Mixed Model ◽

Controlled Trial ◽

16S Rrna Genes ◽

Rrna Genes ◽

Antibiotic Administration ◽

Significant Group ◽

Fecal Microbiome ◽

Treatment Groups ◽

Over Time

Background: Antibiotic-associated gastrointestinal signs occurred in 100% of dogs administered enrofloxacin with metronidazole in a previous study, and signs partially were mitigated by synbiotics. The objective of this randomized, double-blinded, placebo-controlled trial was to compare the fecal microbiome and metabolome of dogs administered enrofloxacin and metronidazole, followed by either a placebo or a bacterial/yeast synbiotic combination.Methods: Twenty-two healthy research dogs were randomized to two treatment groups. There were three study periods: baseline, treatment, and washout. Dogs were administered enrofloxacin (10 mg/kg qd) and metronidazole (12.5 mg/kg BID), followed 1 h later by placebo or a commercially-available synbiotic combination (BID), per os for 21 days with reevaluation 56 days thereafter. Fecal samples were collected on days 5–7 (baseline), 26–28, and 82–84. The fecal microbiome was analyzed by qPCR and sequencing of 16S rRNA genes; time-of-flight mass spectrometry was used to determine metabolomic profiles. Split plot repeated measures mixed model ANOVA was used to compare results between treatment groups. P < 0.05 was considered significant, with Benjamini and Hochberg's False Discovery Rate used to adjust for multiple comparisons.Results: Alpha diversity metrics differed significantly over time in both treatment groups, with incomplete recovery by days 82–84. Beta diversity and the dysbiosis index differed significantly over time and between treatment groups, with incomplete recovery at days 82–84 for dogs in the placebo group. Significant group-by-time interactions were noted for 15 genera, including Adlercreutzia, Bifidobacterium, Slackia, Turicibacter, Clostridium (including C. hiranonis) [Ruminococcus], Erysipelotrichaceae_g_, [Eubacterium], and Succinivibrionaceae_g_. Concurrent group and time effects were present for six genera, including Collinsella, Ruminococcaceae_g_, and Prevotella. Metabolite profiles differed significantly by group-by-time, group, and time for 28, 20, and 192 metabolites, respectively. These included short-chain fatty acid, bile acid, tryptophan, sphingolipid, benzoic acid, and cinnaminic acid metabolites, as well as fucose and ethanolamine. Changes in many taxa and metabolites persisted through days 82–84.Conclusion: Antibiotic administration causes sustained dysbiosis and dysmetabolism in dogs. Significant group-by-time interactions were noted for a number of taxa and metabolites, potentially contributing to decreased antibiotic-induced gastrointestinal effects in dogs administered synbiotics.

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