An Exploratory Product Evaluation of the Manchester Motor Skills Programme

Autor/inn/en	Lodal, Katherine; Bond, Caroline
Titel	An Exploratory Product Evaluation of the Manchester Motor Skills Programme
Quelle	In: Educational Psychology in Practice, 33 (2017) 2, S.149-166 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2016.1261803
Schlagwörter	Psychomotor Skills; Program Evaluation; Mixed Methods Research; Program Effectiveness; Interpersonal Competence; Self Esteem; Pretests Posttests; Semi Structured Interviews; Focus Groups; Followup Studies; Elementary School Students; Elementary School Teachers; Metacognition; Individual Differences; Foreign Countries; Intervention; United Kingdom (Manchester) + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Programme evaluation; Programmevaluation; Interpersonale Kompetenz; Self-esteem; Selbstaufmerksamkeit; Follow-up studies; Kontaktstudium; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Individueller Unterschied; Ausland
Abstract	This study is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore intended, unintended, positive and negative outcomes for four Key Stage 2 (KS2) children with motor skills difficulties who participated in the MMSP. The children's motor skills, social skills and self-esteem were assessed using standardised measures pre- and post-intervention and at follow-up. Semi-structured interviews and a focus group were used to elicit the views of pupils, the class teacher and the group leader. Results indicated positive yet variable improvements in motor skill domains which were sustained at three month follow-up. Qualitative data highlights some perceived improvement in children's social skills, confidence and use of meta-cognitive strategies and an unexpected perceived outcome for one child with co-existing speech and language difficulties. The responses of this group highlight some individual factors which practitioner educational psychologists (EPs) should consider when planning motor skills interventions with schools. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01