Four Weeks of Goal-Directed Learning in Primary Physical Education Classes

Sebastiaan W. J. Platvoet*, Marije T. Elferink-Gemser, Rianne Kannekens, Mark de Niet, Chris Visscher

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

4 Citations (Scopus)

Abstract

Relatively little is known about how practice relates to children's improvement in gross motor skill performance. The aim of this study is to determine to what extent 6- and 7-year-old children improve their gross motor skill performance in a four-week period, in which goal-directed learning is stimulated and to determine whether differences between boys and girls occur. Groups of 6 year olds (n = 167) and 7 year olds (n = 140) practiced their gross motor skill for four weeks. Physical education teachers stimulated goal-directed learning by their instruction, skill-specific exercises, and individual practice. The week before and after, gross motor skill performance was assessed, using the Korper Koordinations Test fur Kinder, and compared with a control group (n = 131). Both 6 and 7 year olds in the intervention group improved their gross motor skill performance significantly more than the control group. The results show the relevance of goal-directed learning for the improvement of gross motor skill performance.

Original languageEnglish
Pages (from-to)871-885
Number of pages15
JournalPerceptual and Motor Skills
Volume122
Issue number3
DOIs
Publication statusPublished - Jun-2016

Keywords

  • motor development
  • learning
  • skill-specific
  • goal-directed
  • FUNDAMENTAL MOVEMENT SKILLS
  • YOUTH SOCCER PLAYERS
  • SELF-REGULATION
  • MOTOR-SKILLS
  • CHILDRENS
  • PERFORMANCE
  • COMPETENCE
  • PROGRAM
  • SCHOOL

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