Using Instructional Techniques to Educate and Persuade Youth ATV

Riders to Be Safe

Maria Brann, Ph.D.West Virginia University

Brandi N. Frisby, Ph.D.University of Kentucky

General Overview

• Graduate class engaged in experiential learning– Within the classroom– Within the community

• Instructional communication – In message development– In delivery– In evaluation

Beginning the Project

• The graduate students

• Experiential learning project

• Assessing the ATV problem

Assessment of the ATV Problem

• Emergency room visits 33% since 2001

• 44% of all accidents include a child under 12

• WV has highest death rates, averaging 45 deaths per year

• 92% of accidents are preventable

Experiential Learning –Graduate Students

• Exposure

• Participation

• Identification

• Internalization

• Dissemination

Dissemination Process

• Formative Research– Literature Search– 14 Focus Groups with 80 riders

• Theoretical Framework– Theory of Planned Behavior

• Knowledge, behavior, attitudes, intentions, norms, and perceived control

Target Audience

• 3 middle schools

• More than 100 middle school students (11-14 years old)

• Presented in Health/Physical Education courses

• Pre-test present and post-test post-test

Instructional Conceptsin Message Development

• Relevance

• Clarity

• Memorability

Instructional Concepts in Delivery

• Credibility

• Clarity

• Engaged Learner Philosophy

• Delivery Formats/Styles

• Immediacy

Assessing Learning Outcomes• Cognitive Learning

– Knowledge in 5 content areas– Overall perceived learning

• Affective Learning– Affect toward this course– Likelihood of taking another similar course

• Behavioral Learning– Self-reported riding behaviors– Communicating with others about safety

Learning Outcome Results• Cognitive Learning

– Knowledge increased from T1 to T2, one area remained significant at T3

– Students believed they learned a great deal

• Affective Learning– 85% reported that they liked the content, and 69%

reported they would like to take another course

• Behavioral Learning– No behavioral riding changes– Students reported that they were willing to (and did)

talk to others

Experiential Learning - Adolescents

• Exposure

• Participation

• Identification

• Internalization

• Dissemination

Extending Beyond the Classroom

• Community outreach through instruction• Community involvement to develop instruction• University collaboration to improve delivery and

messages• Extending beyond university and middle schools

– Media Recognition– Parents, Teachers, and Friends– Other Schools

Click here to see: Local News Clip

To Conclude• Experiential Learning

– With graduate students– With adolescents

• Utility of Instructional Communication– In message development– In message delivery– In learning outcome assessment

• Instruction in the Classroom and Beyond