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Ali Brian Dissertation 7.19.14.pdf (1.61 MB)

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Coaching Teachers to SKIP: A feasibility trial to examine the influence of the T-SKIP package on the object control skills of Head Start preschoolers

Brian, Ali Sara
http://rave.ohiolink.edu/etdc/view?acc_num=osu1405815226

Abstract Details

2014, Doctor of Philosophy, Ohio State University, EDU Physical Activity and Educational Services.
The purpose of this study was to determine the influence of providing on-going coaching and support to early childhood teachers delivering a motor skill intervention called Teacher-Led Successful Kinesthetic Instruction for Preschoolers (T-SKIP) on the object control (OC) skills of their Head Start preschool students who were disadvantaged. Early childhood teachers (n=10) were recruited from Head Start centers located in a large Midwestern city (n=25). Random assignment of T-SKIP (n=5) and Comparison classes (n=5) occurred at the site level (n=5). The experimental teachers were provided with a six-hour initial workshop on T-SKIP. The teachers were assessed throughout the initial workshop to determine the effectiveness of the workshop on teachers’ knowledge. After the initial workshop, teachers implemented T-SKIP to their students. Students (n=122) were nested into either T-SKIP (n=5) or Comparison classes (n=5). All students were pretested and posttested on the Test of Gross Motor Development-2 (TGMD-2; Ulrich, 2000) OC subscale to determine object control skill gains. The T-SKIP students received 15, 30 minute T-SKIP sessions over eight weeks while Comparison students received Head Start’s everyday curriculum of well-equipped free play. Eighty-one percent of all students scored below the 30th percentile on the OC subscale of the TGMD-2 at the pretest. The T-SKIP students’ (n=63) pretest mean was the 21st percentile while the Comparison students’ pretest mean was at the 16th percentile. There were no significant between-group differences for OC percentile rank scores at the pretest (p=.236). The teachers (n=5) implemented T-SKIP for eight weeks with an overall fidelity mean of 47%, Level-1 fidelity mean of 59%, and Level-2 fidelity mean of 34%. Comparison teachers (n=5) continued to provide their students with Head Start’s everyday curriculum of well-equipped free play. At the posttest, T-SKIP students increased their OC percentile rank to 54% while Comparison students’ lowered their OC percentile rank to 13%. In addition, a two-level hierarchical linear model (HLM) was conducted to examine the extent to which T-SKIP predicted OC standard score means at the posttest. The HLM revealed that when pretest scores equaled zero, Comparison students had a predicted posttest OC standard score mean of 5.66 (SD=.48). In contrast, T-SKIP students with pretest scores of zero had a predicted posttest OC standard score mean of 10.36 (SD=.67). The T-SKIP coefficient from the HLM was statistically significant (p<.001). Two additional HLM analyses were conducted, to address the extent to which fidelity predicted posttest OC standard scores and to analyze the differential effects of T-SKIP by gender. The results of the HLM for fidelity indicated that for every 1% increase in fidelity, posttest OC standard scores increase by .12 points. Despite the positive, linear relationship predicted from the HLM for fidelity, the actual HLM was not statistically significant (p=.201). Additionally, no differential effects for gender within T-SKIP found from the HLM on gender (p=.285). The results show that T-SKIP is a valid curriculum to promote OC competence in Head Start preschool children who are disadvantaged regardless of gender.
Jacqueline Goodway, Ph.D. (Advisor)
Susan Sutherland, Ph.D. (Advisor)
Phillip Ward, Ph.D. (Committee Member)
Jessica Logan, Ph.D. (Committee Member)
208 p.
Physical Education
Motor skill intervention, fundamental motor skills, Head Start, Disadvantaged, early childhood

Recommended Citations

Citations

  • Brian, A. S. (2014). Coaching Teachers to SKIP: A feasibility trial to examine the influence of the T-SKIP package on the object control skills of Head Start preschoolers [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405815226

    APA Style (7th edition)

  • Brian, Ali. Coaching Teachers to SKIP: A feasibility trial to examine the influence of the T-SKIP package on the object control skills of Head Start preschoolers. 2014. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1405815226.

    MLA Style (8th edition)

  • Brian, Ali. "Coaching Teachers to SKIP: A feasibility trial to examine the influence of the T-SKIP package on the object control skills of Head Start preschoolers." Doctoral dissertation, Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405815226

    Chicago Manual of Style (17th edition)

osu1405815226
721
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