Examining the Pathway to Motor Skill Competence in a Mastery Motivational Climate: An Appreciative Inquiry

Autor/inn/en	Hastie, Peter A.; Rudisill, Mary E.; Boyd, Korey; Johnson, Jerraco L.
Titel	Examining the Pathway to Motor Skill Competence in a Mastery Motivational Climate: An Appreciative Inquiry
Quelle	In: Research Quarterly for Exercise and Sport, 90 (2019) 3, S.259-269 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hastie, Peter A.) ORCID (Rudisill, Mary E.) ORCID (Boyd, Korey) ORCID (Johnson, Jerraco L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
DOI	10.1080/02701367.2019.1593921
Schlagwörter	Motor Development; Mastery Learning; Physical Education; Novices; Photography; Teacher Student Relationship; Physical Education Teachers; Skill Development; Preschool Children; African American Students; Preschool Education; Personal Autonomy; Program Design; Teacher Attitudes; Intervention; Cooperative Learning; Psychomotor Skills + Suchen Sie Ihr Suchwort? Motorische Entwicklung; Körpererziehung; Sportunterricht; Fotografie; Teacher student relationships; Lehrer-Schüler-Beziehung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Kompetenzentwicklung; Qualifikationsentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Individuelle Autonomie; Programme design; Programmaufbau; Programmplanung; Lehrerverhalten; Kooperatives Lernen; Psychomotorische Aktivität
Abstract	Purpose: This study followed a strengths-based approach to identify the pathway children follow as they develop from novice to skillful learners during a mastery-motivational physical education setting. Method: Eleven 4-year-old children (nine boys) participated in a motor activity program delivered twice weekly across 26 weeks. The teacher participated in monthly 30-45-min interviews that sought to identify the critical moments of the program as it had progressed to that point in time. Photographic images of the children's experiences in the climate acted as prompts during interviews. Interview transcripts were subject to a deductive analysis in which the ideas of "what was working well" and "what the future might look like" were the initial categories. Results: Interview and photo analyses revealed that the children moved through three phases on their pathway towards mastery. In phase 1, "captivation" and "exploration," the children presented the teacher with challenges in developing the managerial system. In phase 2, "cooperation" and "consolidation," there was significantly less task modification and more time in deliberate practice. In phase 3, "dedication" and "collaboration," the children began to actively seek out the teacher as a resource to help them learn. Conclusions: The identification of critical teaching behaviors during the program adds support for our contention that the teacher is a critical component in helping children advance along the pathway of mastery when placed in an autonomy-supportive climate. These are allowing time for exploration and experiencing freedom, adding structure, and helping students learn to manage themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01