INFLUENCE OF MOVEMENT ACTIVITIES ON SHAPE RECOGNITION AND RETENTION

Summary.-Three groups of 4-yr.-old children were asked to complete a form perception assessment instrument prior to, 1 hr. after, and 1 wk. following a treatment. Group 1 participated in a movement-based form perception program, while Group 2 was instructed using a traditional classroom method. A third group which acted as control participated in unrelated movement activities. A repeated-measures analysis of variance gave a main effect of tests and an interaction of groups x tests. Group 2 displayed significantly higher performance on the posttesr than Group 1; however, after 7 wk. the performance of Group 2 had decreased to a level below that of Groups 1 and 3, which remained stable. The use of movement activities to develop and reinforce achievement in the academic arcas of education is not new to many professionals. Proponents of learning and movement-based activity contend that motivation and fun are prime factors in the learning and retention of information, but few studies concerning movement have actually reported on retenrion levels of children. A number of motor learning specialists claim that the retention of motor skill learning is greater than "academic" verbal instruction based on motivation and processes of neurpmuscular feedback (Sage, 197 1 ) . Humphrey ( 1967, 1969). Penman, et al. (1976), and Bledsoe, et al. (1974) have reported that groups taught academic (math, reading, and language arts) concepts using movement and manipulative activities made significant gains over traditionally taught groups. In the same studies, Bledsoe. et al. and Penman, et a!. reported that the performance of experimental movement-activity groups was more stable over long-retention intervals than traditional control. Although a number of previous studies have reported on the effects of perceptualmotor training and learning, it does not seem evident that shape recognition and retention, as influenced by movement and non-movement programs has been investigated to any significant degree. The purpose of this study was to investigate the relationship between movement and non-movement based programs of form perception and their influence on learning and retenrion. The subjects were 21 randomly selected 4-yr.-olds enrolled at the Texas A&M Child Movement Center. There were 10 boys and 11 girls who ranged in age from 49 to 54 mo. The subjects were randomly divided into three groups (7 per group). Group 1 participated in a movement-based form-perceprion program using shape cut-outs (white colored) and cut boxes as equipment for movement and throwing activities. Subjects were asked to name each shape (triangle, rectangle, and oval) as they moved through or attempted to throw a bean bag at it. Group 2 was instructed using a traditional classroom method of form perception. Subjects were shown various pictures of the three shapes and asked to inspect them visually. They were told the names of the shapes and asked to recall them periodically during the session. Group 3. which served as the control, participated in movement activities which were unrelated to form perception. All three groups participated in three sessions (1 hr. each) over a 2-wk. period. Sub jects were pretested on form perception 30 min. before the first session and post-tested