Mastering fundamental motor skills contributes to the physical, cognitive and social development of the child and provides an active lifestyle foundation. Physical literacy is a process that develops through numerous and different activities as well as through reproduction and production teaching styles. The aim of the study is to evaluate and compare the evolution and development of the gross motor skills and the physical self-efficacy among two groups of 84 primary school children divided according to gender differences, (EG) Experimental Group (M: 23; F: 17; aged 6.88 ± 0.11) and a (CG) Control Group (M: 21; F: 23; aged 7.02 ± 0.03). The EG carried out a learning unit (14 lessons) concerning practice variability. TGMD2 was used to evaluate the gross motor skills and a self-report to evaluate the physical self-efficacy. The EG activities were proposed by specialist teachers who mainly used productive teaching styles. Though, the CG activities, on the other hand, were proposed by the generalist teachers without defining the teaching styles. The results show higher scores by the experimental group compared to the CG in TGMD2 for both males and females (p <0.001) as well as in the self-report (p <0.05). The production teaching styles foster different and creative motor responses and increase one’s self-knowledge of success.
|Titolo:||Teaching styles, physical literacy and perceived physical self-efficacy. Results of a learning unit in primary school|
COLELLA, DARIO [Writing – Review & Editing] (Corresponding)
BONASIA, MARIA MADDALENA [Data Curation]
|Data di pubblicazione:||2018|
|Appare nelle tipologie:||4.2 Abstract in Atti di convegno|