Ensenanzas en un gimnasio: an investigation of modeling and verbal rehearsal on the motor performance of Hispanic limited English proficient children.

This study investigated the effects of modeling and verbal rehearsal on the motor performance of English-speaking and limited English proficient (LEP) children. Children (N = 64) in 4th-grade classes were randomly assigned to conditions in a 2 x 2 x 2 x 2 (Gender x Primary Language x Model Type x Rehearsal) factorial design. Boys and girls whose primary language was English or Spanish were assigned to either a verbal model or no-model condition as well as to a verbal rehearsal or no-rehearsal condition of the motor skills required to be performed. Analysis of variance revealed a significant Model Type x Primary Language interaction as well as a significant Rehearsal x Primary Language interaction. Follow-up analyses revealed that English-speaking children provided with a verbal rehearsal strategy recalled significantly more skills than English-speaking children in the no-rehearsal condition; for LEP children, there were no differences due to rehearsal. Moreover, LEP children presented with a verbal model recalled significantly more skills than LEP children in the no-model condition; for English-speaking children, there were no differences attributed to model type. These results indicate that effective modeling conditions that are provided with verbal cues in English are related to children's primary language.

Developmental modeling effects on the acquisition, retention, and transfer of a novel motor task.

The purpose of this study was to determine the effect of modeling strategies on the acquisition, retention, and transfer of a novel motor task. Forty males and 40 females, divided equally between two age groups (9.0 to 10.6 and 18.0 to 45.0 years), were randomly assigned within each age group to visual model (control), visual model plus cues, visual model plus verbal rehearsal, or visual model, verbal rehearsal plus cues conditions. The task consisted of juggling three nylon scarves during acquisition and retention and three bean bags during transfer. A 4 x 2 (Model Type x Age) MANOVA revealed a significant age by model type interaction. For acquisition, children in the visual model plus verbal rehearsal condition and visual model, verbal rehearsal plus cues condition performed significantly better than children in the visual model only or visual model plus cues groups. Adults performed equally well during acquisition under any of the model type conditions. The retention data indicated that the adults' performance in the visual model plus cues condition was superior to all other model types; for children there were no differences between the four model type conditions. Results for transfer performance revealed only a main effect for age, with adults performing better at transfer than children. These results support previous research that suggests that effective modeling conditions are related to the cognitive-developmental level of the learner.

The relationship between children's perceived and actual motor competence.

To examine the relationship between children's perceived and actual motor competence, 218 children between the ages of 9 and 11 years individually completed the Motor Skill Perceived Competence Scale. After completing the scale, the subject's actual motor competence was measured on a series of gross motor tests. Incomplete principal component analysis identified two actual motor competence dimensions from the motor test battery. The two factors included a lower-body and an upper-body factor of actual motor competence. A two-factor analysis of variance indicated that the boys and girls differed in perceived competence and actual competence. The boys showed higher perceived competence and actual motor competence. In addition, the 9-, 10-, and 11-year-old age groups differed from each other on the lower-body factor of actual motor competence. As age increased, lower-body competence increased. Regression analysis indicated that actual and perceived motor competence was moderately correlated. Adding age to the multiple regression model significantly increased the multiple correlation. Adding gender to the model did not increase the correlation, showing that perceived competence was a function of actual motor competence and age, and this finding held for boys and girls. These findings showed that 9-, 10-, and 11-yr-old children can assess personal motor competence. However, practitioners should attempt to understand children's perceived competence given that their assessments are not extremely accurate.