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Biomedical subjects

T J Martinek

Publications and source records attributed to T J Martinek.

10 recordsLinked to original sources
PubMed1999

An investigation into teaching games for understanding: effects on skill, knowledge, and game play.

The purpose of this study was to test the validity of the games for understanding model by comparing it to a technique approach to instruction and a control group. The technique method focused primarily on skill instruction where the skill taught initially was incorporated into a game at the end of each lesson. The games for understanding approach emphasized developing tactical awareness and decision making in small game situations. Two physical education specialists taught field hockey using these approaches for 15 lessons (45 min each). The control group did not receive any field hockey instruction. Data were collected from 71 middle school children. Pretests and posttests were administered for hockey knowledge, skill, and game performance. Separate analyses of variance or analyses of covariance were conducted to examine group differences for cognitive and skill outcomes. The games for understanding group scored significantly higher on passing decision making than the technique and control groups during posttest game play and significantly higher than the control group for declarative and procedural knowledge. The games for understanding group scored significantly higher on control and passing execution than the other groups during posttest game play. For hockey skill, there were no significant differences among the treatment groups for accuracy, but the technique group recorded faster times than the control group on the posttest.

Adolescent↗
PubMed1982

Differential influence of various instructional factors on self-concepts of handicapped and non-handicapped children in mainstreamed physical education classes.

The purpose of this study was to determine the differential influence of students' expression of effort, school, teachers' expectations, sex, being handicapped/non-handicapped, grade, teachers, and race on self-concept of 28 handicapped and 108 non-handicapped children in mainstreamed physical education classes (K-3). The Martinek-Zaichkowsky Self-concept Scale measured self-concept and two unpublished tests were used to test students' expression of effort and teachers' expectations. A stepwise multiple regression technique was applied to self-concept to determine the comparative influence of the eight independent variables. Data analysis showed that three of the independent variables contributed significantly to the variability of self-concept. Students' expression of effort had the strongest influence followed by school and teachers' expectation of students' ability to reason.

Child↗
PubMed1981

Teachers' expectations for handicapped and non-handicapped children in mainstreamed physical education classes.

The purpose of this study was to describe the differences of 27 handicapped and 27 non-handicapped youngsters in terms of the teachers' expectation for their physical performance, social relations, cooperative behavior and ability to reason during physical education instruction. Matched pairs of handicapped and non-handicapped elementary school-aged children were taught by three elementary physical education specialists in mainstreamed physical education classes. At the beginning of the fall term, teachers were asked to rate their students according to how they expected them to perform in terms of the four expectancy variables. All three teachers had significantly lower expectations for the handicapped students' social relations with peers than the non-handicapped. Non-significant differences were found for the remaining expectancy variables.

Child↗
PubMed1978

Physical activity, motor development and self-concept: race and age differences.

To investigate the effect of organized physical activity on the development of specific motor skills (body coordination and self-concept) of elementary age children, 344 children from the ethnic origins, black and white, were administered the Schilling Body Coordination Test and the Martinek-Zaichkowsky Self-concept Scale for Children. Motor development (body coordination) and self-concept scores were significantly higher for the group who participated in the physical activity program than for controls who did not. There was a linear trend in motor skill improvement, with Grades 2, 3, 4, and 5 showing significantly higher gains than Grade 1. The self-concept scores indicated a significant decline for Grades 3, 4, and 5. There were no significant differences between blacks and whites. A two-way interaction was found between grade and race in motor development, with blacks demonstrating lower mean scores than whites in Grade 2 but higher mean scores in Grade 5. Correlations between self-concept and motor development were non-significant.

Black or African American↗
PubMed1978

Decision-sharing in elementary school children: effects on body-concept and anxiety.

To determine the effects of teacher-directed and decision-sharing models of instruction on the development of body-concept and reduction of anxiety 99 Greensboro public school children in Grades 3 and 4 participated in either a movement program in which the teacher made all the decisions or in a program where they shared in the decision-making. The Cheffers adaptation of Flanders' Interaction Analysis System was used to verify the two treatments. The dependent variables were measured by Osgood's semantic differential for body-concept measures, and Sarason's General Anxiety Scale for Children. There was no significant difference between the groups for improvement in body-concept. Also, girls have more positive concepts about their bodies than do boys. Anxiety scores indicated that levels in fourth-grade children appear to be reduced when exposed to a teacher-directed model. However, a decision-sharing approach had a significant effect on reducing anxiety levels in third-grade children.

Anxiety↗