Influence of Instructional Strategies on the Performance of the Overarm Throw in Children

This study examined the influence of three instructional strategies on the body component performance of the overarm throw (Roberton & Halverson, 1984) and ball velocity. The three instructional groups were a critical cue strategy (CUE), a biomechanical strategy (BP), and traditional physical education approach (TPE). Participants (n=124) from six intact first and second-grade classes were assigned to an instructional group. The CUE strategy (n=41) targeted four critical cues including: Laser beams, take a long step, and turn your hips fast to point your belly button to the target. The BP strategy (n=42) translated key biomechanical principles in the overarm throw into four stages of instruction (Stodden, 2002). The TPE approach (n=41) was based on the Graham, Holt/Hale, and Parker (2001) cues: side to target, arm way back, step with opposite foot, and twist and throw hard. Instructional variables such as teacher behavior, student behavior, and interactions were assessed using the Observational Recording Record of Physical Education Teaching Behavior (Stewart, 1989). Each participant completed 10 trials of throwing during the pretest, posttest, and retention test. Mean body component levels for the step, trunk, humerus & forearm were calculated from the 10 throwing trials along with mean throwing velocity. A MANOVA with repeated measures on the last factor revealed a non-significant multivariate group effect (F[8, 218]=1.86, p=.068, еч²=.06), and a significant Group X Time interaction (F[16, 888]=1.68,p=.04, еч²=.03) with significant univariate Group X Time effects for the forearm (F[4, 222]=2.74, p=.03, еч²=.05). The three groups were not significantly different in the step, trunk, humerus, or forearm, nor were they different in mean ball velocity. A multivariate Time effect was found (F[8, 218]=1.86, p=.068, еч²=.06). Significant univariate time effects were present for the step, trunk, humerus, forearm, and ball velocity. Further follow-up tests revealed significant changes for each group in each of the dependent variables from pretest to posttest. The CUE group improved significantly for the step ( p=.008), trunk (p=.000), and the humerus (p=.000) components. The BP group improved significantly in the step (p=.004), trunk (p=.001), humerus (p=.000), and forearm (p=.000) components. The TPE group improved significantly in the trunk component (p=.000), humerus (p=.001) and forearm (p=.020). Each group also significantly improved in ball velocity from the pretest to posttest. Results suggest that either of the three strategies can positively influence the development of the overall throw, but each strategy influences the development of body components differently.
Keyword(s): elementary education