Movement Analysis

Movement AnalysisOutlining the Innovative Instructional Technology Grant (IITG) project 2015 & 2016Presented by: Helena Baert, Matthew Madden, and Kayla Hampton

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Physical literacy

Helena - In physical education, teachers have the task to observe, assess, analyze and enhance gross motor skills. Individuals who are physically literate move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person (PHE Canada). Gross motor development is critical in the creation of physically literate children. During the early years of development, children learn various motor skills as categorized by locomotor, manipulative and non-manipulative (stability) skills (Gallahue, 1989). As children grow and learn to move more efficiently, children go through various stages of motor development. When children become competent movers, they are more likely to continue to be active throughout life. IN order for physical education teachers to encourage children to become physically literate, it is crucial that teachers develop the ability to analyze basic movement skills. Consequently, pre-service teacher education programs must include experiences where teacher candidates learn the knowledge and skills required to be able to provide specific feedback to children and enhance their physical literacy skills. Most physical education teacher education (PETE) programs offer courses in motor development and motor learning so that pre-service teacher candidates can learn to analyze and understand movement. While PE majors in the SUNY Cortland program complete a motor development course and field experience, data shows that motor skill analysis proves to be a challenge over the other pedagogical competencies. Consequently, pre-service teachers could benefit from a course where they are provided with more practice in skill analysis. 2

Mastery-based learningBenjamin Bloom1968

Helena - After discussing the need for additional practice among the faculty and reading the literature around mastery-based learning, it is clear that a master-based learning course in movement analysis could provide pre-service teachers with the individual practice they may need to gain more competence. Mastery-based learning, also called competency-based learning is based on an approach developed by educational psychologist Benjamin Bloom, a model of instruction aimed to individualize learning where students progress through a course based on their own progression through the competencies. When provided with an online mastery-based learning course, it also allows programs to reach more learners. This type of instruction leads to more flexibility for the learner and the ability to slow down or accelerate their learning depending on their own learning needs. The greatest benefit of such a course is that completion of the course is based on performance.

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PurposeThis project includes the development of an online educational resource (OER) that uses mastery-based learning to engage physical education teacher candidates in observation, analysis, and assessment of gross motor skills in preparation to become competent movement educators and confidently encourage children to become physically literate.

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Project time line phase 1: PilotStep 1: Outlining program goals, specific learning outcomes and objectives, assessments and content (June 2015)Step 2: Additional Video Recording: September, 2015 - April 2016 (ongoing) Step 3: Development of assessments, September-October 2015Step 4: Development of content, October-December, 2015Step 5: Implement pilot course with SUNY Cortland Students, January-April, 2016 ** Share the pilot with the public using CourseSites as wellStep 6: Course impact and Pre and Post test data analysis, May June 2016 Step 7: Presentation of preliminary results at CIT conference, May, 2016

HelenaConference of Instruction and technology (CIT)5

Research QuestionsWhat are the effects of a mastery-based learning OER in movement analysis?What are the differences between the pre- and post test scores of control and experimental groups?What are the perceptions of completing the mastery-based learning OER in movement analysis?

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Lets take a lookMethodology:Mixed methods Control: results of pre & post quiz Experimental: results of pre quiz, 3 module quizzes, and post quizBoth groups receive a survey with open ended questionsExample of moduleInstructional video showing performance indicatorsVideo showing every motor development stageQuizExample of pre/post-quizMotor development stagesPerformance indicators

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Dynamic Balance Example instructional video

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Dynamic balance Initial Stage Video

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Dynamic Balance Example Test Question

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Preliminary FindingsThe videos really helped out a lot with understanding what the different components were at each different stage especially when it was broken down and explained step by step.This was very easy to follow and complete.I do not have any suggestions. I feel as if this was very well done. The videos were great with two visual aids (video and prompts) and the auditory aid.

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Preliminary Findings90% thought the video modules enhanced their knowledge about fundamental movement patterns 90% mentioned they would complete more modules if they are available 100% rated the video modules as user friendly 100% thought these modules could be used as an online supplement within a physical education teacher education program

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Project time line phase 2: 16 skillsStep 8: Continue evaluation of pilot course, Summer 2016Step 9: Curriculum Re-Design, based on evaluation, September-October, 2016Step 10: Develop Assessments for all 13 gross motor skills, November December, 2016 Step 11: Additional video recording + editing, January February, 2017Step 12: Implement full educational resource at SUNY Cortland, January March, 2017 + Implement full educational resource using CourseSites to share with public and later OPEN SUNYStep 13: Full integration within OPEN SUNY, April-May, 2017 Step 14: Invitations / Advertising for course, April-August 2017

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Current Research TEAMFacilitators: Helena Baert, Ph.D.Matthew Madden, Ph.D.Larissa True, Ph.D.Undergraduate Research AssistantsKayla Hampton (URAP 2015-2016) Nick VachonBryan NardoRenee WalkerLauren VaughanMaking Movement Stick!

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Acknowledgements SUNY Innovative Instructional Technology Grant (IITG) program - $10,000 for 2015-2016SUNY Cortland, Teaching Innovation Grant - $500Amy Becker from Technology SupportPhysical Education DepartmentThomas Frank Research and Sponsored ProgramsSUNY IITG program 2016-2017: Proposal to be submitted March 1, 2016

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