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Impact of an Educational Gymnastics Course on the Motor Skills And University of South Carolina Scholar Commons Theses and Dissertations 8-9-2014 Impact of an Educational Gymnastics Course on the Motor Skills and Health-Related Fitness Components of Physical Education Teacher Education Students Liana Webster University of South Carolina - Columbia Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Education Commons Recommended Citation Webster, L.(2014). Impact of an Educational Gymnastics Course on the Motor Skills and Health-Related Fitness Components of Physical Education Teacher Education Students. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/2898 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Impact of an Educational Gymnastics Course on the Motor Skills and Health-Related Fitness Components of Physical Education Teacher Education Students by Liana Webster Bachelor of Science The Pennsylvania State University, 2010 Master of Education Indiana University of Pennsylvania, 2011 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Physical Education College of Education University of South Carolina 2014 Accepted by: Lynda Nilges-Charles, Major Professor Karen French, Committee Member Collin Webster, Committee Member Teresa Moore, Committee Member Lacy Ford, Vice Provost and Dean of Graduate Studies © Copyright by Liana Webster, 2014 All Rights Reserved. ii DEDICATION To my late grandmother, Liana Orsini, who passed away on December 3, 2013. She was always supportive of my educational goals, and I know that she would have been proud to hear that I finished my dissertation and my Ph.D. iii ACKNOWLEDGEMENTS I owe many thanks to the professors, fellow doctoral students, and other individuals who have guided, assisted, and influenced me during the dissertation process as well as during my three years at the University of South Carolina. First and foremost, I owe an unending thanks to Dr. Lynda Nilges-Charles. She has served so many important roles for me during the past three years, including that of my dissertation committee chairperson, academic advisor, graduate assistantship supervisor, professor, and the lead instructor of a course for which I was her teaching assistant. Beyond these formal roles, she was a mentor and someone who I looked up to throughout my doctoral program. Thank you for all you have done and the time that you invested in me. Your office door was always open. On a personal note, I will miss our many conversations about our pets, gymnastics, and our other shared interests. I am especially indebted to Dr. Collin Webster, who was a dissertation committee member, a professor of one of my courses, and the lead researcher of several projects that I was a part of during my time at USC. It was the first study that we worked on together that inspired me to choose the topic that I did for my dissertation. I cannot thank you enough for all of the opportunities that you provided me with to become involved in research. It was an honor to be your colleague. A gracious thank you to Dr. Karen French, who was a dissertation committee member as well as my professor in three courses. Your expertise and feedback from the very beginning stages of my dissertation made you an invaluable member of my iv committee. I am grateful for having had the chance to work with you before your retirement, and I sincerely appreciate all of the time that you invested in my project. A special thank you to Dr. Teresa Moore for her input as a member of my dissertation committee. You were also a mentor and a friend, providing me with personal and professional guidance and advice during the past year. A huge thank you to those who helped me with my data collection, especially Jason Cribbs and Hee Su Lee. Sergio Molina, Ben Wellborn, and Dr. Panayiotis Doutis were also of assistance during the data collection process. To say that I could not have done it without all of you would be an understatement. Thank you also to any others in the USC Department of Physical Education & Athletic Training and elsewhere who may have directly or indirectly contributed to or facilitated my dissertation in any way. I would like to extend my thanks to include those influential others who were supportive of my academic goals and encouraged me to get where I am today. Of course, thank you to the professors from my bachelor’s degree program at Penn State University, who ignited my interest in this field. Thank you to the professors from my master’s degree program at Indiana University of Pennsylvania, who were right when they said that completing a thesis would be good practice for a dissertation one day. I hope that I have made all of you proud. Finally, thank you to my family and friends, especially my fiancé, Devin Davis. You were constantly there for me supporting me in any way that you could during the hours and days that I spent working on drafts, scoring and analyzing data, and revising. Thank you for being so understanding and for the countless ways that you helped to make things easier during this busy time. v ABSTRACT Standard 2 of the National Initial Physical Education Teacher Education Standards indicates physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness (NASPE, 2008). Many PETE programs seek to develop candidates’ content knowledge through various physical activity courses. However, limited empirical evidence exists that links activity courses to the development of content knowledge in the form of motor skill proficiency or fitness outcomes. This study examined the impact of an educational gymnastics course on PETE students’ motor skill proficiency and health-related fitness. A mixed method, pre-post no control group design was used. Participants (N = 22) included PETE students enrolled in a 16-week educational gymnastics course. Data were collected from three primary sources including, 1) four individual skills tests and the South Carolina Physical Education Assessment Program elementary school educational gymnastics assessments for combining and sequencing skills, 2) the FITNESSGRAM test battery, and 3) a survey (with a Likert scale and open ended questions) that assessed perceptions related to the qualities of a good instructor of educational gymnastics and comfort level for teaching and performing educational gymnastics. The International Physical Activity Questionnaire served as a secondary data source. Pre-test and post-test scores on motor skills assessments were analyzed in separate related-samples Wilcoxon signed rank nonparametric tests to determine if there was any improvement in educational gymnastics vi skills. The pre-test and post-test scores on each item of the FITNESSGRAM fitness test battery were analyzed using separate, repeated measures within-subjects analysis of variance (ANOVA) tests to determine if there were any improvements in fitness. A Spearman’s rho correlation coefficient was used to analyze whether any relationships existed between motor skill level and fitness. Responses to the two Likert Scale survey questions were analyzed using separate, repeated measures ANOVA tests to determine if there were any changes in comfort levels with teaching and performing educational gymnastics. The open-ended survey data were analyzed qualitatively using constant comparison. Findings indicate that motor skill proficiency improved significantly on all educational gymnastics tasks from pre-test to post-test. Scores improved on the Curl-Up and Body Composition tests from pre-test to post-test. Scores on the 90° Push-Up and Back-Saver Sit and Reach tests improved, although not significantly. Scores on the PACER test decreased significantly from pre-test to post-test. Primary findings suggest 1) an educational gymnastic course can improve the content knowledge/motor skill proficiency of PETE students, 2) a relationship may exist between certain fitness indicators and motor skill level across the stages of content development in educational gymnastics and 3) comfort level for both teaching and performing educational gymnastics can be significantly impacted by an educational gymnastics course. The results of this study may be used by PETE programs to make decisions regarding the inclusion of an educational gymnastics course in their programs as such a course may help assure that teacher candidates are physically educated individuals who are able to demonstrate competent movement performance and health enhancing fitness (NASPE, 2008). vii TABLE OF CONTENTS DEDICATION ................................................................................................................... iii ACKNOWLEDGEMENTS ............................................................................................... iv ABSTRACT ....................................................................................................................... vi LIST OF TABLES ...............................................................................................................x LIST OF ABBREVIATIONS ............................................................................................ xi CHAPTER 1: INTRODUCTION ........................................................................................1
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