Browsing by Author "Thacker, Anna"

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    Peer to Peer Learning - Using Structured Video as a Tool to Improve Performance with Middle School Children
    (2021-09) Thacker, Anna; Katz, Larry; Culos-Reed, Nicole; Friesen, Sharon; Van-Wyk, Nadine; Sharlin, Ehud
    Motor competence is observable through an individual’s fundamental movement skill development. If deficiencies are not detected at an early age, children may experience lifelong problems engaging in physical activity, leading to increased sedentary behaviours. Therefore, it is important to assess children’s motor competence using reliable assessment tools. Research has shown that incorporating digital technologies into physical education has the potential to improve motor skill performance and facilitate real-time collaboration with peers. Additionally, multiple studies have concluded that the reciprocal nature and observational aspect of peer-to-peer learning results in students performing at an equal or improved level with less practice time. Move Improve® is a video analysis tool designed to evaluate an individual’s ability to perform a variety of fundamental movement skills, by breaking down physical skills into easily comprehended components. Through video analysis, the primary purpose of this study was to explore the impact that order of performance has on middle school students’ performance of fundamental movement skills within a peer-to-peer learning model. Order of performance refers to the order in which a student performed a skill while paired up with a peer. The secondary purpose of this study was to determine the intra-rater and inter-rater reliability of the Move Improve® assessment tool in middle school students when performing two fundamental movement skills. Eighteen students (eight males, ten females) in grades 5-8 participated in this study. Using Move Improve®, the students completed a standing jump and a hollow body roll in pairs assigned to order of performance (evaluator/performer). Four groups of raters (students, two independent raters, and a three-person consensus panel) evaluated a total of 34 videos which included 18 standing jump videos and 16 hollow-body roll videos. Overall performance scores were calculated using the Move Improve® assessment tool. Reliability between the four groups of raters was determined using intraclass correlation coefficients and percent agreement. There was a significant difference in standing jump scores, where students who performed second had higher scores than their peers who went first. Although not statistically significant, results for hollow body roll also showed higher mean performance scores for students who went second compared to those who performed first. The intra-rater reliability of the consensus panel was found to be good for both skills. Standing jump demonstrated good inter-rater reliability between all raters, while hollow body roll had poor inter-rater reliability for the student raters compared to the individual raters and the consensus panel. Further analysis into the individual task components demonstrated inconsistencies depending on the rater, limiting the reliability of the skill assessment based on the components. These findings suggest that the order of performance within a peer-to-peer learning model may have a significant effect on performance scores for some, but not all fundamental movement skills. Reasons for the discrepancy between the performance scores may be due to a combination of skill familiarity and training of observational learning. The consensus panel results from this study are promising because both fundamental movement skills exhibited good intra-rater reliability. The Move Improve® assessment tool can be used to improve learning, but the quality of the content and the level of training can impact the reliability of the tool. Improving training protocols for students and professionals may improve the reliability when using the Move Improve® assessment tool.