European Journal of Physical Education and Sport Science ISSN: 2501 - 1235 ISSN-L: 2501 - 1235 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 9 │ 2017 doi: 10.5281/zenodo.1066398 INSTRUCTION MATTERS: INFLUENCE OF INSTRUCTION ON MOTOR SKILL LEARNING ACROSS DIFFERENT MASTERY MOTIVATIONAL CLIMATE CONDITIONS Jerraco L. Johnsoni, Mary E. Rudisill, Julia Sassi, Danielle Wadsworth, Peter Hastie School of Kinesiology, Auburn University, 301 Wire Road, Auburn, AL, 36849, USA Abstract: Research suggests that both practice and reinforcement are necessary for skill learning. In school settings however, there is typically only one teacher per class, and by consequence, providing individual feedback and reinforcement to all students is more challenging. Thus, the design of the task in schools/classes is extremely critical to maximize opportunities for practice and feedback. The purpose of this study was to examine the effects of different teacher behaviors (i.e., explicit instruction and feedback) within mastery climates on motor skill performance. 99 Preschool age children (M age= 4.75 years) participated in a mastery motivational climate physical play programme intervention bi-weekly for 7 weeks. Children were randomly assigned to a motor skill condition, physical activity condition, mixed condition, or a free play control group. Analysis of covariance (ANCOVA) with pre-test scores as the covariate were conducted to determine the effects of condition on post-test motor skill scores. Results indicated that the children from the motor skill and mixed conditions showed significantly greater improvements than the other two groups. These findings suggest that instruction matters in learning motor skills. In the two conditions where children were given explicit instructional cues and feedback about performing tasks, they showed far superior gains than those children where the lesson focus was simply just on physical activity or when no instruction was given at all. Keywords: feedback, cues, intervention, motor development i Correspondence: email Corresponding Author: Jerraco L. Johnson (jlj0042@auburn.edu): Present address: School of Kinesiology, Auburn University, 301 Wire Road, Auburn, AL, 36849, USA Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 24 Jerraco L. Johnson, Mary E. Rudisill, Julia Sassi, Danielle Wadsworth, Peter Hastie INSTRUCTION MATTERS: INFLUENCE OF INSTRUCTION ON MOTOR SKILL LEARNING ACROSS DIFFERENT MASTERY MOTIVATIONAL CLIMATE CONDITIONS 1. Introduction Research suggests that both practice and reinforcement are necessary for skill learning. In particular, practice trials in controlled situations result in better learning. For example, Silverman (1985) examined the relationship between engagement and practice trials with achievement in a swimming task. The findings from this study found appropriate practice trials to be positive predictors of improvement in skill, but also found that inappropriate practice trials were negative predictors of improvement. In school settings however, there is typically only one teacher per class, and by consequence, providing individual feedback and reinforcement to all students is more challenging. Thus, the design of the task in schools/classes is extremely critical to maximize opportunities for practice and feedback. Mastery motivational climates are designed to motivate children to consistently engage in motor skill learning. Interventions employing this type of climate have resulted in numerous positive outcomes including increases in fundamental motor skill learning (Hastie, Rudisill, & Wadsworth, 2013; Martin, Rudisill, & Hastie, 2009), improved physical activity behaviors in comparison to free play (Parish & Rudisill, 2014; Parish, Rudisill, & St. Onge, 2007), higher levels of engagement (Hastie, Rudisill, & Boyd, 2016) and increases in perceived physical competence (Valentini & Rudisill, 2004a; 2004b). Overall, interventions employing these climates have been proven very effective for young children. The purpose of this study was to examine the effects of different teacher behaviors (i.e., explicit instruction and feedback) within mastery climates on motor skill performance. To manipulate the amount of instruction participants received, there were three different conditions; mastery without explicit instruction, mastery with fifty percent instruction and fifty percent focus on physical activity engagement, and a traditional mastery climate with an emphasis on instruction and feedback on skills. A control group that participated in free play and did not receive any instruction served as a fourth condition. For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejep/article/view/1224 European Journal of Physical Education and Sport Science - Volume 3 │ Issue 9 │ 2017 25