The Effect of a Course in Educational Gymnastics Upon Preschool Behavior and Readiness Skills

Date of Graduation

Fall 1980

Degree

Master of Science in Education in Educational Administration

Department

Counseling, Leadership, and Special Education

Committee Chair

Michael Bell

Abstract

The purpose of this study was to examine and compare the effects of an eight week instructional gymnastics program on the behavior and readiness skills of high risk preschool children. The data were gathered from three standardized tests: The Slosson Drawing Coordination Test, The Maturity Level for School Entrance and Reading Readiness Test, The Vineland Social Maturity Test, and an interview with the preschool teachers. The subjects of the study were randomly divided into two groups. The experimental group attended eight weeks of gymnastic lessons, twice a week for forty-five to sixty minutes. The control group did not receive any gymnastics instruction. The data gathered from the two groups were compared using an independent t test and chi square. The analysis of the data indicated that on general readiness skills and behavior modification, the experimental group was significantly more ready as compared to the control group. However, on reading readiness, the experimental group showed only a slight increase, not great enough to be significant. The conclusions were that the children who participated in the instructional gymnastics program were significantly more ready to begin kindergarten than those who did not participate. In addition, changes in behavior were significantly greater for the experimental group as compared to the control group.

Subject Categories

Educational Administration and Supervision

Copyright

© Sharon A Sterchy

Citation-only

Dissertation/Thesis

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