Academic journal article Research Quarterly for Exercise and Sport

Examining the Effects of an Interactive Computer Program on Preservice Teachers' Use of Skill Prompting

Academic journal article Research Quarterly for Exercise and Sport

Examining the Effects of an Interactive Computer Program on Preservice Teachers' Use of Skill Prompting

Article excerpt

Mary Jo Sariscsany and Brad Mears, University of Northern Colorado, and Julie Deny, St. Thomas College

Recent research (Masser, 1993) supports the use of refining tasks containing critical cue(s) as an effective instructional tool. Cues provide students with a pertinent and clear focus that helps improve performance. Yet, past research suggests (Rikard, 1991) that teachers are not emphasizing and reinforcing the qualitative aspects of motor skills. Limited use of instructional tasks using cueing raises concerns that the focus and expectation for quality movement and student learning is not emphasized. Although teachers may have a basic understanding of the subject matter as it relates to skill development, a critical component is to reorganize this knowledge and make it teachable. Transforming this knowledge into teachable actions rests with a teacher's ability to develop a set of instructional tasks using cues. This process can be aided using instructional tools specifically designed to transfer knowledge into teaching actions. The purpose of this study was to examine the effects of a Prompt Feedback Interact ive Tutorial (PFIT) on preservice teachers' use of cueing during a tactical approach to teaching games clinical peer teaching experience. PFIT is an interactive computer program that assists students in identifying critical elements, performance cues, and feedback statements, specifically designed for the purpose of increasing teacher prompting using skill based cues. …

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