Effects of computer assisted movement teaching on basic motor skill development, motivatıon and attitude

The purpose of this study is to examine the effectiveness of Computer Assisted Movement Teaching method and Teacher Assisted Movement Teaching method on 8 year-old elementary school students' basic motor skill developments and to determine to what extent their attitudes and motivations to learning process change. In this study, mixed research design composed of qualitative and quantitative research models was used. In the quantitative part, pretest- posttest design was applied to an experimental and a control group. Test of Gross Motor Development, TGMD-2, developed by Ulrich (2000), and adapted in Turkish by Boz (2011) (Büyük Kas Motor Gelişim Testi-2, BKMGT-2) was applied to determine the effectiveness of CAMT on 8 year-old elementary school students' basic motor skills developments through 8 weeks. Phenomenological design was employed to determine the students' attitudes towards the basic movement skills teaching period and their motivation levels. This study was carried out through convenience sampling method with 96 female, 87 male in total 183 students categorised in three groups; control group (CG=57), Computer Assisted Movement Teaching Group (CAMT=66), Teacher Assisted Movement Teaching Group (TAMT=60). The data was analysed by IBM SPSS 22.0 package program and the level of significance was accepted to be p< 0.05. Shapiro-Wilks test and Skewness-Kurtosis test were utilised for normality distribution. To compare pre-post tests score means, Paired-Samples T Test, Independent-Samples T Test, One Way ANOVA were used. To analyse qualitative data NVivo 9.0 computer programme and word frequency was calculated. It was concluded that CAMT had positive effects on students' basic motor skills developments and increased their motivation. Also, they developed positive attitudes toward CAMT. Key Words: Physical education and sports, Computer assisted movement teaching, Movement teaching