Walkwitz E, Lee A
Department of Health, Physical Education, and Dance, Southeastern Louisiana University, Hammond 70402.
Res Q Exerc Sport. 1992 Jun;63(2):179-85. doi: 10.1080/02701367.1992.10607578.
The purpose of this study was to describe how providing teachers with research based knowledge about developmental throwing can influence teachers' observational interpretations and their students' practice patterns. Eight kindergarten classroom teachers with high generic teaching skill competence taught a 6-week overhand throwing unit to the children in their intact classes. Prior to the unit, four of the teachers were randomly assigned to a 4-hour knowledge training program. The other four teachers served as a comparison group (underwent no knowledge training). During the unit, data from stimulated recall interviews were used to describe and compare the thoughts and knowledge concepts expressed by the two groups of teachers. The throwing practice experienced by the children in the knowledge-trained and comparison teachers' classes was videotaped and analyzed for frequency of opposite foot stepping. The knowledge acquired during training was associated with different patterns of skill observation. The knowledge concepts the teachers acquired during training formed the basis of many of their thoughts and were reflected in the instructional procedures implemented. The knowledge-trained teachers' classes demonstrated more than twice as many opposite foot throws during the unit than the comparison teachers' classes.
本研究的目的是描述为教师提供基于研究的关于发展性投掷的知识如何影响教师的观察性解释及其学生的练习模式。八位具有较高通用教学技能水平的幼儿园教师在其完整班级中为孩子们教授了一个为期六周的过头投掷单元。在该单元之前，随机分配四位教师参加一个4小时的知识培训项目。其他四位教师作为对照组（未接受知识培训）。在该单元期间，来自激发回忆访谈的数据被用于描述和比较两组教师所表达的想法和知识概念。对知识培训组教师和对照组教师课堂上孩子们的投掷练习进行录像，并分析其异侧脚迈步的频率。培训期间获得的知识与不同的技能观察模式相关。教师在培训期间获得的知识概念构成了他们许多想法的基础，并反映在实施的教学程序中。在该单元期间，知识培训组教师的课堂上异侧脚投掷的次数是对照组教师课堂上的两倍多。
