Learning Approach for Hand Eye Coordination and the Kinesthetic Outcomes of Learning to Throw-Catch a Ball
Bibliographic record
Abstract
AbstractThe purpose of this study was to investigate the effects caused by the methods of teaching and eye-hand coordination to kinesthetic outcomes of throwing and catching a ball. The population of this study was 149 third grade elementary school students in a village in East Jakarta. A sample of 80 students was chosen using random cluster sampling. Data was analyzed using analysis of variance (ANOVA) and the significance level is set at 0.05. The results showed that the kinesthetic of ball's throw-catch by students who were taught with play teaching method is higher than the students who were taught with the guided teaching methods. There is an interaction between teaching methods, gender and hand eye coordination towards the kinesthetic outcomes of throwing and catching a ball. The kinesthetic result of ball's throw-catch for male students who were taught with play teaching methods is higher than the male students who were taught with guided hand-eye-coordination teaching method. The kinesthetic result of ball's throw-catch for female students who were taught with play teaching methods is higher than the female students who were taught with guided hand-eye-coordination teaching method. The kinesthetic result of ball's throw-catch for male students with low hand-eye coordination taught with guided teaching method is higher than those who were taught with the play teaching method. The kinesthetic result of ball's throw-catch for female students with low hand-eye coordination taught with the guided teaching method is higher than those taught with the play teaching method.Keywords: learning, hand-eye coordination Kinesthetic1. IntroductionOne aspect of education that constantly developed through research is the learning process, in an attempt to generate models of appropriate learning. Basically a universal theory in teaching is needed that focuses on learning as an aspect of human behavior that stands alone. Physical education, as a component of the overall education, has been recognized by many. However, in practice, the teaching of physical education has not been effective as expected. According to Mark Guthrie (2008), the skill of throw and catch is less developed among children and will remain so, if the shortage is not addressed. Although children's basic ability to catch a ball has decreased, this does not diminish the motivation of physical education teachers because this skill can be nurtured through effective teaching in physical education. Therefore, approaches that can develop children's potential is needed. Approaches used are based on theories as reference aim to develop children's skills.Dauer and Pangrazi (1992) states that catching a ball is a skill that is important in a variety of activities and should be trained with a different object, in different opportunities and challenges. Basic motion of the skills in the throwing and catching a ball includes manipulative skill. The definition of manipulative skills is the ability to move or reposition heavy objects from one position to another (H. Abdul Kadir Ateng, 1992). According to Johnson and Nelson (2005), kinesthetic skills is the ability to move the body parts or the whole body in performing muscle movements.According to Stassen (2008), children's play activities are referred to as mastery play, or play to master certain skills because these activities can be an exercise for children to master new skills through repetition. Method of playing is one form of activity in the learning process of physical education. This is due to play in physical education are part of learning. Furthermore Jensen (2007), said playing would give children a chance to learn motor skills, emotional, social and cognitive development in an environment that can support the learning process.W. J. S. Poerwadarminta (2007), states that guided means to lead, educate or teach. Furthermore, to educate is to lead children toward maturity. Children have the following symptoms: finding form, has no permanence, no independence, seem easy to change, weak, need help, so easily distracted, and do not have a fixed belief (Ngalim Purwanto). …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".