Physical education for Head Start children: A field‐based study

Abstract

Although Head Start Programs provide preschool children with essential academic readiness skills and experiences, a critical missing link in the curriculum is motor skill instruction. The purpose of this study was to examine the effects of a motor development program taught by physical education majors on Head Start children's gross motor development. Participants were 53 preschool children #op2 classes from each of 2 centers#cp who were enrolled in Head Start programs and 28 physical education majors who were enrolled in two separate motor development classes. The Test of Gross Motor Development #opUlrich, 1985#cp was used for assessment and instruction. Prior to teaching the children, the university students received approximately 12 hours of practical training in motor skill analysis and assessment through laboratory experiences and videotapes. The two Head Start centers #opgroups A and B#cp were pretested in October prior to the start of the instructional program. Group A received the instructional program during the next 10 weeks and then both groups were retested. During the following 10 weeks. Group B received the same instructional program and then both groups were again tested. A 2 #opGender#cp x 2 #opGroup#cp x 3 #opTest#cp repeated measures design produced a significant Group x Test effect. Gender differences were not significant. Post‐hoc analysis revealed significant differences between tests 1 and 2 for group A and between tests 2 and 3 for group B. Results suggest that a competency‐based motor development program taught by physical education students can provide valuable benefits for both Head Start programs and undergraduate teacher preparation programs.

Key Words:

• Physical education
• effects of competency based instruction