Literaturnachweis - Detailanzeige
Autor/inn/en | Lodal, Katherine; Bond, Caroline |
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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 |
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) 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). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |