Effects of analogy learning on locomotor skills and balance of preschool children

Abstract

ABSTRACT The purpose of this study was to compare the effects of explicit and analogy learning on preschool children’s running, long jump, gallop and balance. The participants were 43 preschool children randomly assigned to the analogy learning group (22 children) or the explicit (21 children). In the explicit learning group explicit instructions were given about body and limb movements of the to-be-learned skill, whereas in the analogy group instructions were given in the form of analogies (i.e. using metaphors). The duration of the intervention was four lessons. Prior to and after the intervention, children were assessed for running, long jump, gallop, and balancing on one foot. The results showed that both groups improved significantly regarding locomotor skills, whereas only the analogy group improved in the balance task. The findings support the use of analogy learning as an alternative to explicit in acquiring locomotor skills and improving balance in preschool children.