Ensenanzas en un gimnasio: An investigation of modeling and verbal rehearsal on the motor performance of hispanic limited english proficient children

Research Quarterly for Exercise and Sport

Volumn 67, Issue 1, 1996, Pages 44-51

  Meaney, Karen S ^a   Edwards, Rosaland ^b  

^a TEXAS TECH UNIVERSITY   (United States)

^b UNIVERSITY OF HOUSTON   (United States)

Author keywords

Limited English proficient; Modeling; Verbal model; Verbal rehearsal

Indexed keywords

ARTICLE; CHILD; CHILD BEHAVIOR; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; FEMALE; HISPANIC; HUMAN; LANGUAGE; MALE; MOTOR PERFORMANCE; PSYCHOMOTOR PERFORMANCE; RANDOMIZED CONTROLLED TRIAL; TASK PERFORMANCE; VERBAL BEHAVIOR;

CHILD; CHILD BEHAVIOR; FEMALE; HISPANIC AMERICANS; HUMANS; LANGUAGE; MALE; MOTOR SKILLS; PSYCHOMOTOR PERFORMANCE; TASK PERFORMANCE AND ANALYSIS; VERBAL BEHAVIOR;

EID: 0030095891     PISSN: 02701367     EISSN: 21683824     Source Type: Journal    
DOI: 10.1080/02701367.1996.10607924     Document Type: Article

References (21)

1. Bransford, J.D, & Johnson, M.K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717–726.
2. Gallagher, J. D., & Thomas, J. R. (1984). Rehearsal strategy effects on developmental differences for recall of a movement series. Research Quarterly for Exercise and Sport, 55,123–128.
3. Gil, G., & Gil, R. (1989). LEP students and P.E.: Overcoming the language barrier. Journal of Physical Education, Recreation, and Dance, 60(6), 10.
4. Hudson, T. (1982). The effects of induced schema on the “short circuit” in L2 reading: Nondecoding factors in L2 reading performance. Language Learning, 32, 1–31.
5. Kowalski, E. M., & Sherril, C. (1992). Motor sequencing of boys with learning disabilities: Modeling and verbal rehearsal strategies. Adapted Physical Activity Quarterly, 9, 261–272.
6. Laesch, K. B., & Kleeck, A. V. (1987). The Cloze Test as an alternative measure of language proficiency of children considered for exit from bilingual education programs. Language Learning, 37, 171–189.
7. McCullagh, P., Stiehl, J., & Weiss, M. R. (1990). Developmental modeling effects on the quantitative and qualitative aspects of motor performance. Research Quarterly for Exercise and Sport, 61, 344–350.
8. Meaney, K. S. (1994). Developmental modeling effects on the acquisition, retention, and transfer of a novel motor task. Research Quarterly for Exercise and Sport, 65, 31–39.
9. Mueller, G. A. (1980). Visual contextual cues and listening comprehension: An experiment. The Modem Language fournal, 64, 335–340.
10. Omaggio, A. C. (1979). Pictures and second language comprehension: Do they help? Foreign Language Annals, 12, 107–116.
11. Taglieber, L. K, Johnson, L. L., & Yarbrough, D. B. (1988). Effects of prereading activities on EFL reading by Brazilian college students. Teachers of English to Speakers of Other Languages, 22, 455–471.
12. Thomas, J. R. (1984). Children’s motor skill development. In J. R. Thomas (Ed.), Motor development during childhood and adolescence (pp. 91–104). Minneapolis, MN: Burgess.
13. Thomas, J. R., & Nelson, J. K. (1990). Research methods in physical activity (2nd ed.). Champaign, IL: Human Kinetics.
14. Weiss, M. R. (1982). Developmental modeling: Enhancing children’s motor skill acquisition. Journal of Health, Physical Education, Recreation and Dance, 53(9), 49–50, 67.
15. Weiss, M. R. (1983). Modeling and motor performance: A developmental perspective. Research Quarterly for Exercise and Sport, 54, 190–197.
16. Weiss, M. R., Ebbeck, V., & Rose, D. J. (1992). “Show and tell” in the gymnasium revisited: Developmental differences in modeling and verbal rehearsal effects on motor skill learning. Research Quarterly for Exercise and Sport, 63, 292–301.
17. Weiss, M. R., Ebbeck, V., & Wiese-Bjornstal, D. M. (1993). Developmental and psychological factors related to children’s observational learning of physical skills. Pediatric Exercise Science, 5, 301–317.
18. Weiss, M. R., & Klint, K. A. (1987). “Show and tell” in the gymnasium: An investigation of developmental differences in modeling and verbal rehearsal of motor skills. Research Quarterly for Exercise and Sport, 58, 234–241.
19. Wiese-Bjornstal, D. M., & Weiss, M. R. (1992). Modeling effects on children’s form kinematics, performance outcome, and cognitive recognition of a sport skill: An integrated perspective. Research Quarterly far Exercise and Sport, 63, 67–75.
20. Winther, K. T., & Thomas, J. R. (1981). Developmental differences in children’s labeling of movement. Journal of Motor Behavior, 13, 77–90.
21. Yando, R., Seitz, V., & Zigler, E. (1978). Imitation: A developmental perspective. New York: Wiley. Immersion programs are another form of bilingual education. These programs do not offer instruction in LEP children’s native language. The philosophy underlying these programs is to “immerse” the learner in their second language.