Traditional Physical Education in elementary schools is under critical evaluation with regard to its contribution to alround development of children. Movement Education, which developed initially in England, has been acclaimed as a viable alternative for the education of children through free and expressive movement experiences. The Problem-Solving and Guided Discovery methods applied in Movement Education are seen to be conducive to the development of such traits as creativity, poise, body control and the like. Although some empirical investigations have furnished proof of its usefulness, much of the acclaimed contribution of Movement Education has been philosophico-speculative in nature. Hence, an investigation was undertaken to compare the effectiveness of a programme of Movement Education and Traditional Physical Education on Movement Satisfaction, Attitude Towards Physical Activity and Self-Concept of Elementary School Children. Hundred randomly selected children from classes 4, 5 and 6 taken from a school in Trivandrum were randomly divided into two groups of 50 subjects; one group was administered a programme of Movement Education consisting of movement experiences based on problem-solving and guided-discovery and the other group a programme of Traditional Physical Education that comprised minor games, tag games, relays, stunts and self-testing activities. Pre- and Post-tests were conducted using Tanner Movement Satisfaction Scale, Children’s Attitude Towards Physical Activity Scale and How-I-See-Myself Scale. Inter-group comparison was made on pre- and post-test scores to test the equality of the two groups before and after the experiment. Intra-group comparison was made to test significance of improvement made by each group separately. Mean difference method was used for comparison and the ‘t’ ratios obtained were tested for significance at .01 level. It was concluded that the programme of Movement Education contributed significantly to Movement Satisfaction, Attitude Towards Physical Activity and Self-concept of elementary school children, but Traditional Physical Education did not make an impact.
K. V. K. Reddy, L. N. C. P. E, India
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