Award Date

1-1-2005

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Sports Education Leadership

First Committee Member

Gerald Landwer

Second Committee Member

Monica Lounsbery

Number of Pages

113

Abstract

Track and field is a sport that thrives on technique correction for skill acquisition (Mero, Komi and Gregor, 1992). Research in terms of approaches to improving skill acquisition and technique correction in novice high school track and field sprinters has been limited. Although recent efforts to improve skill acquisition in track and field have been effective (Hanin, Korjus, Jouste & Baxter, 2002 & Shestakov, Arakelian & Primakov, 2000), there does not appear to be any studies utilizing Gangstead and Beveridge's (1984) explicit instruction model as a way to improve skill acquisition for novice high school track and field sprinters. Explicit instruction in the academic setting has already been shown to be highly effective for increasing academic performance for novice learners (Adams & Engelmann, 1996). Therefore, the purpose of this study was to examine the effects of Gangstead and Beveridge's (1984) scripted instruction model on acquisition of correct foot strike placement during the A-Skip drill in a high school practice track and field setting; A multiple baseline A-B design across participants was utilized to conduct the study. Four high school sprinters were selected to receive the explicit instruction, while one sprinter served as the control and did not receive the intervention. The two coaches selected for the study were the ones who implemented the explicit instruction to the sprinters. It was hypothesized that sprinters using Gangstead & Beveridge's (1984) explicit instruction model would increase their number of correct trials of foot strike placement during the A-Skip drills and be satisfied with the goals, procedures and outcomes of the study. Results of the study indicated that the sprinters increased the number of correct foot plants during the A-Skip drill with use of the intervention. Analyses of results were conducted in accordance with single subject research guidelines, which include evaluating both magnitude and trends of data collected on a graph (Barlow and Hersen, 1984). Further research using explicit instruction in different events within a sport or different athletic settings is recommended in order to examine generalization effects.

Keywords

A-skip Drill; Effects; Field; Foot; Foot Plant; High; High School; Instruction; Plant; Practices; Proper; School; Scripted; Scripted Intervention; Setting; Skill Acquisition; Skip; Sprinting; Scripted Intervention; Track And Field

Controlled Subject

Curriculum planning; Physical education and training; Education, Secondary; Health education

File Format

pdf

File Size

2375.68 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/t5v4-4gjz


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