Conclusions: The identification of critical teaching behaviors during the program adds support for our contention that the teacher is a critical component in helping children advance along the pathway of mastery when placed in an autonomy-supportive climate.
In phase 3, “dedication” and “collaboration,” the children began to actively seek out the teacher as a resource to help them learn. In phase 2, “cooperation” and “consolidation,” there was significantly less task modification and more time in deliberate practice. In phase 1, “captivation” and “exploration,” the children presented the teacher with challenges in developing the managerial system. Results: Interview and photo analyses revealed that the children moved through three phases on their pathway towards mastery.
Interview transcripts were subject to a deductive analysis in which the ideas of “what was working well” and “what the future might look like” were the initial categories. Photographic images of the children’s experiences in the climate acted as prompts during interviews. However, most research described is related to an overhand throw with only a few studies presenting. The analyses for the skills of underhand roll and overhand throw were. The teacher participated in monthly 30–45-min interviews that sought to identify the critical moments of the program as it had progressed to that point in time. classified such as underarm, sidearm and overarm throw. In constant practice, only one experimental task or activity is presented per. Method: Eleven 4-year-old children (nine boys) participated in a motor activity program delivered twice weekly across 26 weeks. Purpose: This study followed a strengths-based approach to identify the pathway children follow as they develop from novice to skillful learners during a mastery-motivational physical education setting.
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