The Effectiveness of Visual Feedback and Mirror Neurological Training for Enhancing Physical Literacy in Grade 4
The purpose of this quantitative quasi-experimental pretest-posttest control group design was to examine how physical educators could use visual feedback and mirror neurological training as instructional strategies to assist in developing and attaining fundamental movement skills in Grade 4 physical education students. The researcher examined the difference in the mean physical literacy scores of Grade 4 physical education students who received either a regular physical education program, a regular physical education program with visual feedback, or a regular physical education program with mirror neurological training, as measured by the PLAYfun physical literacy assessment. Overall the instructional strategies were effective in increasing the development and acquisition of physical literacy scores in the students but there was no statistical significance demonstrating whether one instructional strategy was more effective than another. The benefit of such research is that proper instructional strategies in physical education play a positive role in improving physical literacy attainment in children. Children with increased physical literacy have a greater opportunity to be more physically active throughout their lives.
Additional content will be provided upon request.