The influence of three instructional strategies on the performance of the overarm throw

The influence of three instructional strategies on the performance of the overarm throw. Lorson, K. M Ph.D. Thesis, 2003. The purpose of this study was to examine the influence of three instructional strategies on the performance of the overarm throw. A secondary purpose was to examine the influence of gender and instruction on throwing performance. The three instructional strategies were critical cue (CUE), biomechanical (BP), and typical physical education approaches (TPE). The CUE strategy consisted of three cues: laser beams, long step, and turn your hips fast. The BP strategy was a translation of biomechanical information into a four-stage instructional approach. The TPE strategy was based on Graham and colleagues (2001) critical elements. The dependent measures of throwing performance were body component levels, component levels during gameplay, and ball velocity. Participants (n=124) from six first and second-grade classes were systematically assigned to an instructional approach. Mean body component levels for the step, trunk, humerus and forearm along with mean recorded ball velocity were calculated from the 10 throwing trials at the pretest, posttest, and retention test. Additionally, participants’ body component levels for the step, trunk, and forearm demonstrated in a throwing game were correlated with the body component levels demonstrated during practice. A Group X Time X Gender MANOVA with repeated measures revealed a non-significant multivariate Group effect (p=.068). Examining posttest body component levels, a significant difference between the CUE and TPE strategy for the step component. A significant Group X Time interaction (p=.04) with significant univariate Group X Time effects for the forearm (p=.03) was found. A multivariate Time effect was found (p=.068) with significant univariate Time effects for the step, trunk, humerus, forearm, and ball velocity. Correlation coefficients between body component levels during practice and gameplay revealed the strongest relationship for the trunk component, and the weakest for the step component. Significant gender differences were present at the pretest with boys’ performance greater than girls for each dependent measure. Significant gender differences remained after instruction for each group for body components and ball velocity. Overall, the results suggest that any of the three strategies can positively influence more advanced body component levels and increase ball velocity.

Paper bibtex

@phdthesis{lorson_influence_2003,
	type = {thesis},
	title = {The influence of three instructional strategies on the performance of the overarm throw},
	url = {http://etd.ohiolink.edu/view.cgi/Lorson%20Kevin%20M.pdf?osu1060881637},
	urldate = {2011-03-08},
	author = {Lorson, Kevin M},
	year = {2003},
	note = {The purpose of this study was to examine the influence of three instructional strategies on the performance of the overarm throw. A secondary purpose was to examine the influence of gender and instruction on throwing performance. The three instructional strategies were critical cue (CUE), biomechanical (BP), and typical physical education approaches (TPE). The CUE strategy consisted of three cues: laser beams, long step, and turn your hips fast. The BP strategy was a translation of biomechanical information into a four-stage instructional approach. The TPE strategy was based on Graham and colleagues (2001) critical elements. The dependent measures of throwing performance were body component levels, component levels during gameplay, and ball velocity. Participants (n=124) from six first and second-grade classes were systematically assigned to an instructional approach. Mean body component levels for the step, trunk, humerus and forearm along with mean recorded ball velocity were calculated from the 10 throwing trials at the pretest, posttest, and retention test. Additionally, participants’ body component levels for the step, trunk, and forearm demonstrated in a throwing game were correlated with the body component levels demonstrated during practice. A Group X Time X Gender MANOVA with repeated measures revealed a non-significant multivariate Group effect (p=.068). Examining posttest body component levels, a significant difference between the CUE and TPE strategy for the step component. A significant Group X Time interaction (p=.04) with significant univariate Group X Time effects for the forearm (p=.03) was found. A multivariate Time effect was found (p=.068) with significant univariate Time effects for the step, trunk, humerus, forearm, and ball velocity. Correlation coefficients between body component levels during practice and gameplay revealed the strongest relationship for the trunk component, and the weakest for the step component. Significant gender differences were present at the pretest with boys’ performance greater than girls for each dependent measure. Significant gender differences remained after instruction for each group for body components and ball velocity. Overall, the results suggest that any of the three strategies can positively influence more advanced body component levels and increase ball velocity.},
	keywords = {intervention, overhand-throw},
}

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