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Guidelines for Psychomotor Skill Instruction for Athletic Performance: a Design And Guidelines for Psychomotor Skill Instruction for Athletic Performance: A Design and Development Study Allison Victoria Randall Dissertation submitted to the faculty of Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Instructional Design and Technology Barbara Lockee (Chair) John Burton Mike Gentry Ken Potter March 22, 2018 Blacksburg, Virginia Keyworks: instructional design and technology, psychomotor skills, athletic performance Guidelines for Psychomotor Skill Instruction for Athletic Performance: A Design and Development Study Allison V. Randall ABSTRACT The field of Instructional Design and Technology has produced several instructional frameworks grounded in educational psychology to provide guidance for effective learning. The realm of athletics is an area that can benefit from these instructional frameworks by providing systematic methods to facilitate an efficient learning process. This study employed Gagne’s Nine Events of Instruction to develop instructional guidelines for psychomotor skill learning of athletic movements to enhance athletic performance. This design and development study conducted model research through model development and model validation. Components of the guidelines reflected the Nine Events and were supported by research in motor skill learning in sports. These guidelines were then validated by subject matter experts and revised based on their recommendations. ii General Abstract This study was conducted to establish instructional guideline that can be used to teach motor skills in sports. The guidelines were created and supported by current research in the literature and validated by experts in the field of teaching and athletic performance. iii Acknowledgements Through this journey, many people have been influential and helped me along the way. First, I’d like to thank my family and best friends who encouraged me to take this step to begin this dissertation process. There were times I felt as if this degree was beyond my ability, but their affirmative words gave me confidence to start. I want to thank my supervisors in the Virginia Tech Athletic Department for hiring me as a graduate assistant and putting me in a situation to purse my career in strength and conditioning and track and field while furthering my education. I want to thank my incredible advisor, Dr. Barbara Lockee, who has been a constant support over the years, from my very first day of school to my last day as a doctoral student. She has been understanding, approachable and encouraging during my time here and provided excellent direction as I situated my passion within the program. I also want to thank my committee members, Dr. Mike Genty, Dr. John Burton, and Dr. Ken Potter. I appreciate your guidance through each phase of this process and want to thank you for agreeing to serve and provide your insight to my work. I want to thank my expert reviewers Mr. Scott Caulfield, Dr. Katherine Cennamo, Dr. Wendy Gentry, Dr. G. Gregory Haff, Mr. Joseph Kenn, Dr. Bryan Mann, Mr. Patrick McHenry, Mr. Ron McKeefery, Mr. Terry Mitchell, Dr. Sophia Nimphius, and Mr. N. Travis Triplett. Your cooperation in my study provided invaluable information that contributed to the field of IDT and athletics. Thank you for taking the time out of you day to provide your insight and expertise to this research. Lastly, I want to thank everyone who made things easier for me along the way. This includes my coworkers covering my shifts, Sorors who brought me food during long nights of coursework, and my family and friends near and far who called me “Doc” just to put that positivity in the universe. I love and appreciate you all more than you will ever know. iv Dedication I dedicate this document to my family, friends, and colleagues in the fields of Education, Instructional Design and Technology, Strength and Conditioning, and Track and Field. v TABLE OF CONTENTS Abstract…………………………………………………………………………………………... ii General Abstract………………………………………………………………………………….iii Acknowledgements…………………………………………………………………………….... iv Dedication………………………………………………………………………………….…….. v Table of Contents…………………………………………………………………………………vi Table of Tables………………………………………………………………………………….viii Table of Figures…………………………………………………………………………...…..… ix Chapter 1: Introduction…………………………………………………………………………... 1 Background………………………………………………………………………………. 1 Need for the Study……………………………………………………………………….. 2 Purpose of Study……………………………………………………………………….… 3 Benefits of the Study……………………………………………………………………... 4 Assumptions and Limitations……………………………………………………………. 5 Organization of the Study……………………………………………………………...… 5 Chapter 2: Review of the Literature………………………………………………………..…….. 7 Introduction………………………………………………………………………………. 7 Psychomotor Skill Learning…………………………………………………………...… 7 Motor Control and Motor Learning ……………………………………………….….... 10 Motor Control…………………………………………………………….…...…10 Motor Learning………………………………………………………….……… 13 Athletic Performance and PSL………………………………………………………….. 15 Athletic Performance…………………………………………………………… 15 Psychomotor Skill Instruction………………………………………………..… 16 IDT and Psychomotor Skill Instruction………………………………………………… 25 Definition of IDT……………………………………………………………….. 25 IDT and Psychomotor Skill Instruction……………………………………….... 26 Gagne’s Theory of Instruction………………………………………………………….. 27 Theoretical Background………………………………………………………… 27 Gagne’s Conditions of Learning………………………………………………... 30 Explanation of Gagne’s Nine Events of Instruction……………………………. 32 Gagne’s Nine Events of Instruction in Practice………………………………… 36 Summary………………………………………………………………………... 38 Chapter 3: Methodology……………………………………………………………………...… 39 Introduction……………………………………………………………………………... 39 Purpose of Study………………………………………………………………………... 39 Study Design……………………………………………………………………………. 39 Study Procedure………………………………………………………………………… 40 Phase One: Analysis Phase……………………………………………………... 40 Phase Two: Design and Development Phase…………………………………… 41 Phase Three: Evaluation Phase……………………………………………….… 41 Phase Four: Revision Phase…………………………………………………….. 41 Participants…………………………………………………………………………….... 42 Data Source and Analysis………………………………………………………………. 42 Data Sources………………………………………………………………….… 42 vi Data Analysis…………………………………………………………………… 42 Chapter 4: Results………………………………………………………………………………. 44 Introduction …………………………………………………………………………….. 44 Subject Matter Expert…………………………………………………………………... 44 IDT Subject Matter Experts…………………………………………………….. 44 Athletic Performance Subject Matter Experts………………………………….. 45 Subject Matter Expert Feedback………………………………………………………... 52 IDT Feedback………………………………………………………………….... 52 Athletic Performance Feedback……………………………………………….... 55 Suggestions for Amendments…………………………………………………………... 58 Summative Overview…………………………………………………………………... 61 Chapter 5: Discussion ………………………………………………………………………...…62 Introduction……………………………………………………………………………... 62 Purpose of the Study………………………………………………………………….… 62 Summary of the Study …………………………………………………………………. 62 Theoretical Implications………………………………………………………………... 64 Practical Implications…………………………………………………………………… 65 Contribution of the Study……………………………………………………………….. 67 Contribution to IDT…………………………………………………………….. 67 Contribution to Athletic Performance………………………………………….. 68 Lessons Learned…………………………………………………………………………69 The Next Step………………………………………………………………………...… 69 References……………………………………………………………………………………… 71 Appendix A Letter of Permission from Pearson Education, Inc……………………………….. 87 Appendix B Guidelines for Psychomotor Skill Instruction for Athletic Performance…………. 89 Appendix C Survey Questions for IDT Subject Matter Experts………………………………... 94 Appendix D Survey Questions for Athletic Performance Subject Matter Experts……………... 96 Appendix E Survey Responses for IDT Subject Matter Experts……………………………….. 99 Appendix F Survey Responses for Athletic Performance Subject Matter Experts………….....102 Appendix G Participant Invitation Letter ……………………………………..……………… 110 Appendix H Institutional Review Board Approval Letter ……………………………………. 112 Appendix I Revised Guidelines for Psychomotor Skill Instruction for Athletic Performance... 116 vii TABLE OF TABLES Table 1. Study Procedure Summary……………………………………………………………. 43 Table 2. Suggestions for Guidelines by Dr. Cennamo……………………………………..…… 54 Table 3. IDT SME Suggestions Used in Revisions: Specific to Event.………………………... 59 Table 4. Athletic Performance SME Suggestions Used in Revisions: Specific to Event…….… 60 viii TABLE OF FIGURES Figure 1………………………………………………………………………………………... 29 The basic model of learning and memory underlying modern information-processing theories. Figure 2………………………………………………………………………………...……… 31 A summary of external conditions which can critically influence the learning of the five major varieties of learning outcomes. ix Running head: GUIDELINES FOR PSYCHOMOTOR SKILLS INSTRUCTION FOR ATHLETIC PERFORMANCE: A DESIGN AND DEVELOPMENT STUDY CHAPTER ONE: INTRODUCTION Background Sport and physical activity are popular worldwide and are socially accepted as forms of entertainment and recreation by participants and spectators. (Bailey, 2005; Banias, 2011; Hughes & Coakley, 1984; Wann, Grieve, Zapalac, & Pease, 2008). In order to partake in these activities, one must learn the rules and be able to perform the necessary skills with adequate proficiency. According to the U.S. National Library of Medicine (2008), athletic performance, also known as sports performance, refers to the act of “carrying out of specific physical routines or procedures by
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