MOVEMENT EDUCATION BASED INSTRUCTIONS IN PRE-SCHOOL

• Main Authors: Yung-Kung Hung, 黃永寬
• Other Authors: 邱金松
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/39827687490455654992

碩士 === 國立體育學院 === 體育研究所 === 89 === The purpose of this study was to examine instructors and children’s behaviors in classes applying Movement Education Model Based Instructions (MEMBI). Additionally, the study evaluated the effectiveness of MEMBI on pre-school physical education. Children (n=101, age=6) from three intermediate level kindergarten classes and their instructors (n=3) were investigated. The systematic observation method and in-depth interviews were used to collect data. Instructors and children’s behaviors were videotaped and further coded onto a researcher self-designed Instructor Behavior Observation Form and a Children Behavior Observation Form. The cumulated percentage of time length for different behaviors was analyzed. The findings of this study were as follows: A. Instructors’ Behaviors in MEMBI 1. Teaching and instruction were the major behaviors of instructors, followed by management, supervision and observation. 2. The instructors’ instruction behaviors consisted of indirect, direct, demonstrative and participatory instructions, with more time spent on indirect instructions. 3. The instructors usually initiated communicating process by asking questions and let the children to answer them freely. The responses of the children were further used to create situations for instruction and role-playing. 4. The instructors used music to activate the class atmosphere. They usually directly involved in the class situations and arranged intensive exercises/games of a repetitive nature. Exercises/Games with punitive regulations (i.e. to stay out of the activity when a mistake is made) were not seen in this study. B. Children’s Behaviors in MEMBI 1. Active participation was the major behavior norm in the class, followed by guidance or information reception, with managing and waiting being the less frequent taken behaviors. 2. When taking parts in class situations that need others’ cooperation, the children usually found their partners quickly with instructors being their favorite ones. 3. The children were able to perform different kinds of body gestures/actions with a creative nature. 4. The children strove for opportunities to demonstrate or describe a body gesture/action, but they sometimes withdrew from spontaneous tasks. When describing body gestures/actions, they usually talked about the names of the gestures /actions or body parts, instead of the procedures of performing them. 5. The children behaved very well in the classes. They loved to help their instructors to put away instruction equipment. Though some of the children occasionally stumbled, they always got back to the activities by themselves immediately. C. The Movement Education Model Based Instruction, in this study, was found to be effective in pre-school physical education.