| Summary: | Thesis (Ed.D.)--Boston University === PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. === The purpose of this study was to determine the effects of vertical and horizontal models of teaching on the development of specific motor skills and self-concept in elementary age children. The sub-problems were: l) to determine any sex and grade differences in the development of motor skills and self-concept; and 2) to determine whether any significant relationship exists between the development of specific motor skills and self-concept.
The samples used in this study consisted of 230 elementary age children from the Allston-Brighton School District of Boston, Massachusetts, and 115 elementary age children from the Charlesto\vn School District, Charlestown, Massachusetts.
In the vertical model approach the teacher made all the decisions concerning the general operation of the class. The horizontal model approach encouraged the student to participate in the decision-making process. The treatments were administered twice a week to two groups of children from the Allston-Brighton School District. A third group, from the Charlestown School District, did not receive any treatment nor was any physical education program provided at the school. The purpose of this control group was to further determine whether any changes in motor skills and self-concept did result from the treatment effects. The length of the two treatments was ten weeks. [TRUNCATED] === 2031-01-01
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