The effects of various types of verbal feedback on the performance of selected motor development skills of adolescent males with Down syndrome by Santini Rivera, Mariano, Ph.D., New York University, 1998, 150 pages; AAT 9832765
Abstract (Summary)
Four kinds of feedback methods (knowledge of results (KR), knowledge of performance (KP), knowledge of results plus knowledge of performance (KP + KR), and no feedback) were used to develop process and product performance in the skills of running and jumping of one-hundred twenty-four Down Syndrome adolescent males from seven special schools in Puerto Rico. Participants were pre-tested with the run and jump items of the Motor Fitness Test for the Moderately Mentally Retarded (Londeree and Johnson, 1976) and the Ohio State University Scale of Intra- Gross Motor Development (Loovis & Ersing, 1979). After completion of pre-test and being randomly assigned to one of four treatment groups, participants received a treatment session of twenty minutes using different feedback methods to improve motor skill performances. A post-test was given following the treatment session.
To examine process and product-based performances for each skill and treatment group, pre- and post-test mean performance scores were studied with one way analysis of variance (ANOVA) to determine experimental significance of the effects of age and pre-test on post-test results. Age did not have a statistically significant effect on performance, but pre-test had a significant effect on some of the experimental conditions. Multivariate analysis of covariance (MANCOVA) using pre-test process and product scores as covariates were performed for each skill. Results indicate that the knowledge of performance (KP) group developed significant improvements in process and product performances of motor skills of running and jumping. Other experimental conditions (KR, KP + KR, and no feedback) experienced significant improvements in overall performance, but statistical analysis points to KP as the most valuable type of verbal feedback for eliciting improved motor skill performances among adolescents with Down syndrome.
Indexing (document details)
Advisor: Lefebvre, Claudette B.
School: New York University
School Location: United States -- New York
Keyword(s): boys
Source: DAI-A 59/05, p. 1508, Nov 1998
Source type: Dissertation
Subjects: Physical education, Recreation, Special education
Publication Number: AAT 9832765
ISBN: 9780591858594
Document URL: http://proquest.umi.com/pqdweb?did=737993871&sid=12&Fmt=2&cl
ientId=45091&RQT=309&VName=PQD
ProQuest document ID: 737993871Copyright © 2011 ProQuest LLC. All rights reserved.
Databases selected: Dissertations & Theses
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