The differential effect of indirect instruction in the teaching of sport skills on critical thinking and self-esteem of early adolescent boys placed at risk
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The purpose of this study was to examine the differential effect of sport skills instruction (SSI) and sport skills instruction plus initiative games (SSI+) on the critical thinking (CT) and self-esteem scores of early adolescent boys placed at risk. Students in the SSI+ group (n = 36) participated in initiative games classes in addition to their sport skills activities. Students in the SSI group (n = 44) participated in the sport skills activities only. Since the boys were divided by age (10-11 & 12-13), the influence of age on the dependent variables was also investigated. Classes taught by the initiative games teacher were student-centered while the sport skills classes were teacher-centered. Significant differences between teacher behaviors occurred in interaction patterns, instructional strategies, and management concerns. There were no differences on self-esteem scores. The results supported the addition of initiative games to SSI to foster CT with this group of participants.
