Date of Graduation

8-2011

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Kinesiology (PhD)

Degree Level

Graduate

Department

Health, Human Performance and Recreation

Advisor

Cathy Lirgg

Committee Member

Jack Kern

Second Committee Member

Inza Fort

Third Committee Member

Dean Gorman

Fourth Committee Member

Timothy Baghurst

Keywords

Education, Educational equity, Gross motor skill, Handedness, Left-handed, Physical education, Teaching handedness, Undergraduates

Abstract

There is little applicable research investigating educational adaptation for handedness and even less research dealing with physical skill development. Given that PE teachers and students frequently rely on demonstrations to enhance learning, this study sought to determine if the congruence between teacher and student handedness is important? It was hypothesized that performance and form scores of left-handers that see a right-handed demonstration would be significantly higher than those of right-handers that see a left-handed demonstration.

A lacrosse shot was demonstrated to a group of 69 college-aged participants that were equally split in numbers between male and female and left and right-handers. Half of each group saw a left-handed demonstration while the other half saw a right-handed demonstration. Participants were assessed on target accuracy and four components of shot form. A planned comparison ANOVA was used to test the hypotheses.

Results showed that left-handers performed significantly better than right-handers on target accuracy (F (3, 68) = 4.38, p = .007), shot form (F (3, 68) = 2.87, p = .043) and body positioning (F (3, 68) = 4.51, p = .006).

Left- handed college students appear to be able to glean important information from an opposite-handed demonstration but the right-handers do not seem as adept. Because this study used college students, future research should examine younger children, as they have had less experience to adjust (much like right-handers seeing left handed demonstration)

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