The effects of cooperative and individualistic goal structures on the learning domains of beginning tennis students /
| Main Author: | |
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1988.
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| Subjects: | |
| Online Access: | ProQuest, Abstract Link to OAKTrust copy |
| Abstract: | The purpose of this study was to determine the effects of two learning structures on the cognitive, affective, and psychomotor domains of students learning beginning tennis skills. Subjects for this study consisted of 68 students enrolled in two beginning tennis classes of a university physical education activity program. All subjects were administered the AAHPERD Sports Skills Test for Tennis at the beginning of this study for the purpose of grouping and testing for initial differences. A stratified random sampling procedure was used to insure that an equal number of high, medium, and low performing subjects were included in each of the treatment groups (cooperative and individualistic). Data collected for analysis were obtained from subjects' scores on the pre- and post-tennis skills tests, a written final exam, and responses to an attitudinal questionnaire given at the end of the study. Independent variables for this study were: gender, time, skill level, and group. A multiple analysis of variance (MANOVA) was performed on data from the written exam and attitude questionnaire. An analysis of variance (ANOVA) with repeated measures was performed on the data from the tennis skills test. When appropriate, Duncan's New Multiple Range Test was used as the post-hoc procedure. A significant level of 0.05 was selected a priori for all tests. Examination of the MANOVA and ANOVA with repeated measures led to the following conclusions: 1. The attitudes of subjects within a cooperative learning structure are not different from the attitudes in an individualistic learning structure while participating in a beginning tennis class. 2. The tennis knowledge of subjects in a cooperative learning structure, as measured by a written exam, is not different than the tennis knowledge in an individualistic learning structure. 3. Beginning tennis players exposed to a cooperative learning structure score higher on a tennis skills test than those exposed to an individualistic learning structure. 4. Medium and low ability beginning tennis students improve from pre- to post-skills test. Higher ability beginning students do not improve from pre- to post-skills test. 5. Male beginning tennis players score higher than female beginning tennis players for both pre- and post-skills tests. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Physical Education." |
| Physical Description: | x, 82 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references. |