The effect of videotape instruction on learning a gross motor skill

The problem of this study was to determine if videotape instruction, level of skill, practice, or the interaction of these effect the rate of learning a gross motor task. Specifically it sought to determine if videotape instruction produced superior results than conventional instruction (verbal explanation, instructor demonstration, practice, instructor analysis, and correction) for learning the running jump and reach with a single foot take-off with fifth and sixth grade male subjects. A second specific problem was to determine if videotape instruction was more beneficial for advanced learners than for beginning learners. A population of subjects was selected that included all physically healthy fifth and sixth grade males of the Houston, Texas Ashford Elementary School whose birthday fell along a continuum beginning on June 1, 1958 and ending December 31, 1960. All subjects were screened for initial level of ability and two sub-populations of approximately equal size were identified. Subjects that jumped with a one foot take-off with force in the prescribed form were classified as advanced. Others that jumped from the wrong foot, from two feet, or without force were classified as beginners. A sample of thirty students was randomly selected from each sub-population and randomly assigned to videotape or conventional methods of instruction. [...]