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Social Sciences and Humanities Journal (SSHJ), Volume 2, Sep 2017

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The development of skillful movers is arguably one of the most important goals of physical education. Yet despite the fact that pedagogical research has emphasized the relationship between the degree of successful practice and student achievement in physical education (Lee & Poto, 1988; Siedentop, 1983; Silverman, 1985), there is little evidence to suggest that physical education has made strides in developing more successful or skilled performers (Siedentop, Doutis, Tsangaridou, Ward, & Rauschenbach, 1994). In fact, most of the earlier pedagogical research in physical education suggests that students receive insufficient subject matter engagement and experience little success (Metzler, 1989; Siedentop, 1991; Silverman, 1991; Siedentop, et al., 1994). In terms of skill acquisition, the provision of accurate feedback is one of the most critical roles of the physical educator (Chen, 2001). Research has shown that when provided with appropriate feedback, students are able to become more proficient (Stroot & Oslin, 1993). The quality of that feedback however, is dependent on the practitioners analytical and interpretive judgments of observed performance (Beveridge & Gangstead, 1983; Hoffman, 1977). Research has repeatedly shown, however, that both pre- and in-service physical education teachers lack competency in skill analysis (see Lounsbery & Coker, 2008 for a review). Students who become proficient in movement and sports are more likely to engage in lifelong physical activity. Therefore, it is incumbent upon the profession to produce more highly skilled movement analyzers who are competent in helping students progress to higher levels of skilled performance. This interactive program will contribute to the development of competency in observational skills, diagnosing errors and improving feedback proficiency among physical and dance educators using basic biomechanical and learning principles.

Author(s): Cheryl Coker
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