PL EN


Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników
2014 | 63 | 1 | 36-41
Tytuł artykułu

The Effects of Multimedia Computer- Assisted Instruction on Learning Basic Ballet Skills with Physical Education Students

Treść / Zawartość
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
Computer technology has become an integral part of physical education, yet there have been few studies exploring the use of multimedia technology in the instruction of Physical Education. The purpose of this study was to investigate if multimedia technology affected the learning of basic ballet skills. A total of 32 female students, mean age 18.1 years, studying at the Faculty of Physical Education Zagazig university were divided into two groups. The experimental group comprised 16 students. Participants in this group participated in a ballet class with multimedia technology for six weeks. Group two participated in the ballet class with the traditional method as the control group. Parameters assessed height, weight, age, and academic level. All participants were free of any disorders known to affect performance, such as bone fractures, osteoporosis, diabetes, or cardiovascular disease. Participants reported no use of anti-seizure drugs or alcohol. In addition, all participants were fully informed of the aims of the study, and gave their voluntary consent prior to participation. The measurement procedures were in accordance with ethical human experimentation. All statistical analyses were calculated with the SPSS statistical package. Results indicated significant differences between the two groups in learning the basic skills and levels of knowledge of ballet. Applying the proposed educational program meant using multimedia to teach basic ballet skills to second-year female students enrolled in the Faculty of Physical Education
Wydawca

Rocznik
Tom
63
Numer
1
Strony
36-41
Opis fizyczny
Daty
wydano
2014-09-01
online
2014-11-15
Twórcy
Bibliografia
  • Alvarez-Pons, F. A. (1992). The effectiveness of computer assisted instruction in teaching sport rules, scoring procedures, and terminology. Unpublished doctoral dissertation, College of Education, Florida State University.
  • Antoniou, P., Derri, V., Kioumourtzoglou, E., & Mouroutsos, E. (2003). Applying multimedia computer assisted instruction to enhance physical education students‘ knowledge of basketball rules. European Journal of Physical Education, 8, 78-90.
  • Bull, G., Harris, J., & Loyd, J., & Short, J. (1989). The electronic academic village. Journal of Teacher Education, 40 (4), 27-31.
  • Calvert, T., Wilke, L., Ryman, R., & Fox, I. (2005). Applications of computers to dance. IEEE Computer Graphics and Applications, 6-10.
  • Fratianni, J., Decker, R., & Korver-Baum, B. (1990). Technology: Are future teachers being prepared for the 21st century? Journal of Computing in Teacher Education, 6 (4), 15-23.
  • Goulimaris, D., Koutsouba, M., & Giosos, Y. (2008). Organisation of a distance postgraduate dance programme and the participation of students specializing in dance. Turkish Online Journal of Distance Education, 9, 3, 59-73.
  • Harris, J., & Anderson, S. (1991). Cultivating teacher telecommunications networks from the grass roots up: The electronic academic village at Virginia. Computers in Schools, 8 (1/2/3), 191-202.
  • Kavakli, E., Bakogianni, S., Damianakis, A., Lamou, M., & Tsatsos, D. (2004). Traditional dance and e-learning: The Web Dance learning environment. http://www.aegear.gr/culturaltec/webdance/publications.htm (accessed: 20 November, 2010).
  • Kernodle, M., & McKethan, R. (2002). The effects of a computer-based distance learning program on qualitative sill analysis by preservice physical education teachers and preservice elementary education teachers. Paper presented at AAHPERD National Convention, (San Diego, CA).
  • Kraus, L. A., Hoffman, N., Oughton, J. M. (1994). Student teachers‘ perceptions of technology in the schools. In J. Willis, B. Robin, & D. Willis (Eds.), Technology and teacher education annual-1994. (pp. 42-45). Charlottesville, VA: Association for the Advancement of Computing in Education.
  • Lockard, J., Abrams, D. P., & Many, W. A. (1997). Microcomputers for twenty-first century educators (4th ed.). New York, NY: Longman.
  • Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-52.[Crossref]
  • McKethan, R., Everhart, B., & Sanders, R. (2001). The effects of multimedia software instruction and lecture-based instruction on learning and teaching cues of manipulative skills on preservice physical education teachers. The Physical Educator, 58 (1), 2-13.
  • Morrison, C. S., & Reeve, E. J. (1988). Effect of instruction and undergraduate major on qualitative skill analysis. Journal of Human Movement Studies, 15, 291-297.
  • Morrison, C. S., & Reeve, E. J. (1992). Perceptual style and instruction in the acquisition of qualitative analysis of movement by majors in elementary education. Perceptual and Motor Skills, 74, 583-597.
  • Parrish, M. (2000). Integrating technology into the teaching and learning of dance. Journal for the National Dance Education Organization, 1,1, 20-25.
  • Paula H. Lobo da Costa, Fernanda G. S. Azevedo Nora , Marcus Fraga Vieira, Kerstin Bosch , Dieter Rosenbaum (2012). Single leg balancing in ballet: Effects of shoe conditions and poses. Gait & Posture, In Press, Corrected Proof, Available online 16 September 2012.
  • Popat, S. (2001). Interactive dance-making: online creative collaborations. Digital Creativity, 12, 4, 205- 214.[Crossref]
  • Satern, M. N., & Coleman, M. M., & Matsakis, M. H. (1991). The effect of observational training on the frequency of skill-related feedback given by preservice teachers during two peer teaching experiences, KAHPERD Journal, 60 (2), 12-16.
  • Siedentop, D. (1988). Skill analysis: Prerequisite for effective feedback. Proceedings of Seoul Olympic Congress. (pp. 247-251), Seoul, Korea.
  • Smith-Autard, J. (2003). The essential relationship between pedagogy and technology in enhancing the teaching of dance form. Research in Dance Education, 4, 2, 147-165.
  • Sorrentino, R. (2000). A Simulation of Internet Enhanced Motor Learning. Ph.D. thesis, University of Calgary, Canada.
  • Vernadakis, N., Zetou, E., Antoniou, P., & Kioumourtzoglou, E. (2002). The effectiveness of computer assisted instruction in teaching the skill of setting in volleyball. Journal of Human Movement Studies, 43, 151-164.
  • Waggoner, M. (1992). Planning for the use of computer conferencing in collaborative learning. In D. Carey, R. Carey, D. Willis, & J. Willis, (Eds.), Technology and Teacher Education Annual-1992 (pp. 556-561). Charlottesville, VA: Association for the Advancement of Computing in Education
  • Walkley, J. W., & Kelly, L. E. (1989). The effectiveness of an interactive videodisc qualitative assessment training program. Research Quarterly for Exercise and Sports, 60 (3), 280-285.
  • Wilkinson, C., Hillier, R., Padfield, G., & Harrison, J. (1999). The effects of volleyball software on female junior high school students‘ volleyball performance. The Physical Educator, (4), 202-209.
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.-psjd-doi-10_2478_pcssr-2014-0021
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.