Health, Exercise, and Sports Sciences ETDs

Publication Date

5-3-1976

Abstract

The purpose of this study was to determine the effect motor skills had on confidence, learning, and retention. Only those elementary schools having physical education daily were identified as sources for subject selection. Three elementary schools in Albuquerque, New Mexico, met this requirement: Coronado, Five Points, and Wherry. Two third grade classes were selected from Five Points and two from Wherry and one third grade class was selected from Coronado. Two of the classes, randomly selected, served as the control group and the other three comprised the experimental group. The experimental group had 46 students and the control group, 36 students. Initially, the two groups experienced the same confidence measures and cognitive tasks. The difference was in the six-week treatment program: while the experimental group was participating in a specific motor skill program, the control group was participating in a regular physical education program of rope skipping, kickball, and track and field. This study hypothesized that gains would be made in confidence levels, cognitive skill performance, levels of persistence, and retention of cognitive skills for the experimental group as a result of their achievement in the specific motor task learning. It was predicted that: (1) there would be a gain in confidence through achievement in specific motor task learning; (2) a person's performance in cognitive skills would be improved as a result of confidence gained through achievement in specific motor task learning; (3) the level of persistence exercised in learning cognitive skills would be improved as a result of confidence gained through achievement in specific motor task learning; and (4) the retention of cognitive skills would be improved as a result of confidence gained through achievement in specific motor task learning. Hypotheses 1, 2, and 4 were tested by a random t test, and hypothesis 3 was tested by means of a chi-square analysis. The predictions were sustained for hypotheses 1, 2, 3, and 4 which dealt with gains in confidence, cognitive performance, persistence, and retention. These findings indicated some transfer of confidence from motor skill learning to cognitive learning. Conclusions drawn from the study were: (1) achievement in specific motor skill learning significantly increased confidence levels; (2) achievement in specific motor skill learning significantly increased the performance of cognitive skills; (3) achievement in specific motor skill learning significantly increased levels of persistence; and (3) achievement in specific motor skill learning significantly increased retention of cognitive skills.

Document Type

Dissertation

Language

English

Degree Name

Physical Education, Sports and Exercise Science

Level of Degree

Masters

Department Name

Health, Exercise, and Sports Sciences

First Committee Member (Chair)

Frank Edward Papcsy

Second Committee Member

Armond H. Seidler

Third Committee Member

Leon E. Griffin

Fourth Committee Member

Wayne Paul Moellenberg

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