Effects of a critical element training package using self-instruction on elementary inservice teachers' ability to analyze, diagnose, and provide feedback for the striking skill of batting

It was presumed that physical education teachers develop the ability to analyze sport skill performances through professional preparation courses (Biscan & Hoffman, 1978). Additionally, teacher educators have maintained that a direct and vital link between the science of kinesiology and the process of teaching is inherent (Hoffman, 1977). Programmatic research with performance principle and critical element training at The Ohio State University has demonstrated that preservice teachers can be instructed to identify and discriminate sport skill performances (Matanin, 1993; Rush, 1990; Williams, 1995). The purpose of this study was to examine the effects of a critical element training package using self-instruction on the ability of elementary inservice physical education teachers to analyze, diagnose, and provide feedback for the striking skill of batting. Subjects participated in a 2-week, self-paced, videotape instructional program to measure the components of the skill analysis process. Data were analyzed using single subject research methodology. A multiple baseline across behaviors design was used to present the percentage of correct responses as a ratio of points awarded. Critical element training in analysis demonstrated no functional relationship but slight increases in subjects' ability to improve analytic behaviors. Training in diagnosis represented a weak to moderate functional relationship in three of four subjects. A moderate to high functional relationship existed for three subjects during feedback. All subjects demonstrated improvement for all behaviors of the skill analysis process.