Direct Strategy Instruction Research Articles

Influence of Linguistic Intelligence in Increasing Students’ Writing Ability Through Neighborhood Walk Strategy

This research is aimed at finding out the influence of linguistic intellingence in increasing the students’ writing ability through neighborhood walk strategy. This research used factorial design. The population was the tenth-year students of SMA Negeri 1 Popayato. The sample selected considering linguistic intelligence test which consist of. 40 students from three parallel classes. The data were analyzed by t-test, one way ANOVA and followed by Tukey test. The researcher finding shows that: (1) the achievement of students’ writing who studied through neighborhood walk strategy was different than those are studied through direct instructional strategy, t-test value (9.635>1.685) for the experimental groups and (7.570 > 1.685) for the control groups. (2) there are was an interaction effect between the use of teaching strategy and linguistic intelligence (f-test value is 49.69 > 2.72 with the level of significance of 0.05. (3) the student who had high linguistic intelligence and studied by Neighborhood Walk strategy had higher on the increase of writing achievement than those who had high linguistic intelligence and studied by direct instructional strategy (Q = 25.238), and (4) the student who had low linguistic intelligence and studied by Neighborhood Walk strategy had higher on the increase of writing achievement than those who had low linguistic intelligence and studied by direct instructional strategy (Q = 21.767).

STRATEGIES IN ORAL ENGLISH INSTRUCTION: A PEDAGOGICAL STUDY OF SOME GHANAIAN SENIOR HIGH SCHOOLS

Research on English language instruction, particularly on oral English, is increasingly growing in Ghana and in many countries where the English language is not only used as an official language but also as a language for the medium of instruction and a subject of study in schools. This can perhaps be attributed to the global demand for and use of the English language despite the many difficulties in its instruction. The current study investigates the instructional strategies teachers of English in selected senior high schools in Ghana employ during oral English instruction. Utilizing a mixed-method approach with a convergent parallel design, the study collected data through questionnaires, interviews, and classroom observations involving 43 English teachers from five senior high schools. The findings reveal a predominant reliance on traditional and direct instructional strategies such as question-and-answer sessions and drills in lieu of more interactive and indirect methods like paired conversations, oral reports, debates, etc. Meanwhile, teachers attribute their instructional choices to large class sizes, teaching environment, instructional resources and the teacher’s pedagogical skills. Based on these findings, The study concludes by advocating for the integration of a diverse range of instructional strategies, especially interactive and experiential strategies, to enhance student engagement and improve oral language competencies both inside and outside the classroom.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0770/a.php" alt="Hit counter" /></p>

The Effectiveness of Direct Instructional Strategy on Speaking Skills Of 7th Grade At SMP Tri Dharma Palembang

This study was conducted to assess the English speaking proficiency of students. The students' English speaking achievement was abysmal. The aims of this study were to determine: (1) the extent of improvement in speaking skills with and without the use of the direct instructional strategy, and (2) whether there was a notable improvement in the speaking skills of students who received the direct instructional strategy compared to those who did not. This study employed quasi-experimental research methodology. A total of 16 students were selected as a sample, with 16 students assigned to the experimental class and another 16 students assigned to the control class. The data were gathered by the administration of an oral examination. The data were analysed using both paired sample t-tests and independent sample t-tests. Through data analysis, it was determined that there was a notable surge in pupils' proficiency in oral communication. The paired sample t-test yielded a t-test statistic of -28.428 and a significance value of 0.00, which was less than the predetermined significance level of α (0.05). This demonstrates an enhancement in students' oral communication abilities. Furthermore, the results of the independent sample t-test indicate that the calculated t-test value (-13.075) and the corresponding p-value (0.00) were both below the predetermined significance level (α) of 0.05. The results indicate a substantial disparity in the average speaking abilities of pupils who received teaching through the direct instruction technique compared to those who did not get such instruction.

Performance of ChatGPT on Chinese national medical licensing examinations: a five-year examination evaluation study for physicians, pharmacists and nurses

BackgroundLarge language models like ChatGPT have revolutionized the field of natural language processing with their capability to comprehend and generate textual content, showing great potential to play a role in medical education. This study aimed to quantitatively evaluate and comprehensively analysis the performance of ChatGPT on three types of national medical examinations in China, including National Medical Licensing Examination (NMLE), National Pharmacist Licensing Examination (NPLE), and National Nurse Licensing Examination (NNLE).MethodsWe collected questions from Chinese NMLE, NPLE and NNLE from year 2017 to 2021. In NMLE and NPLE, each exam consists of 4 units, while in NNLE, each exam consists of 2 units. The questions with figures, tables or chemical structure were manually identified and excluded by clinician. We applied direct instruction strategy via multiple prompts to force ChatGPT to generate the clear answer with the capability to distinguish between single-choice and multiple-choice questions.ResultsChatGPT failed to pass the accuracy threshold of 0.6 in any of the three types of examinations over the five years. Specifically, in the NMLE, the highest recorded accuracy was 0.5467, which was attained in both 2018 and 2021. In the NPLE, the highest accuracy was 0.5599 in 2017. In the NNLE, the most impressive result was shown in 2017, with an accuracy of 0.5897, which is also the highest accuracy in our entire evaluation. ChatGPT’s performance showed no significant difference in different units, but significant difference in different question types. ChatGPT performed well in a range of subject areas, including clinical epidemiology, human parasitology, and dermatology, as well as in various medical topics such as molecules, health management and prevention, diagnosis and screening.ConclusionsThese results indicate ChatGPT failed the NMLE, NPLE and NNLE in China, spanning from year 2017 to 2021. but show great potential of large language models in medical education. In the future high-quality medical data will be required to improve the performance.

Classroom observations: How do teachers teach learning strategies?

The aim of this study was to find out which learning strategies teachers teach, either directly or indirectly, and how classroom observations are related to teachers’ knowledge of learning strategies. Seven different learning strategies were used. The Learning Strategy Teaching Observation Instrument (LSTOI) was developed for this study. Forty-five video-based classroom observations were conducted. Teachers showed strong knowledge of learning strategies, but they did not directly teach about strategies in the classroom. In order to find out how teachers support learning strategies in the classroom, we conducted a detailed analysis of two teachers who provided the greatest amount of direct strategy instruction. Results showed that, although these teachers gave more direct strategy instruction than others, they justified the usefulness of strategies by saying that students will achieve better results in an upcoming test or examination. A better approach would be to explain the long-term impact of learning strategies and develop students’ skills in independently applying strategies in the future.

Strategies for Online Teaching: A Best Practice Approach Using Three-Domain Theories

As Covid-19 pandemic led to abrupt transformation from face-to-face classes to online learning, questions arise as to which among the lists of teaching strategies can be considered as the best practice for online learning. Hence, this study assessed the best practice approach for online teaching from the three-domain strategy theories: behaviorism; cognitivism; and social constructivism from the lived experience of professors in the Asian Institute of Maritime Studies in the Philippines. The relationship between the teaching strategies and the demographic profiles (age, years of teaching experience, and highest educational attainment) was included to identify factors that could affect the teaching strategies. Using descriptive-correlation design, the study endeavored to describe the teaching strategies of the thirty non-laboratory maritime professors who were selected using complete enumeration sampling. The online platform researcher-made questionnaire was made through Google forms to gather data and distributed to the professors after ensuring the permit, via Microsoft Teams Software, Facebook messenger, or Google mails. To treat the data, percentage, weighted mean, and chi-square were used. Results indicated that the respondents highly utilized the direct instruction strategy under the behaviorism theory followed by flipped instruction strategy under the social constructivism theory and chunking instruction strategy under the cognitivism theory. The chi-square result indicated no significant difference between the teaching strategies and demographic profiles of the professors.

The Effect of LLS Instruction on the Use of Writing Strategies in English by Foreign Postgraduate Students in India

This study intends to examine the impact of Strategy-Based Instruction on the strategy use by foreign post-graduate students, studying at two universities in India while writing in English. A total of one hundred students, who are non-native speakers of English, participated in this study. Fifty students in the experimental group received writing instruction through an online platform. The results were compared to their fifty counterparts in the control group. All the participants received an adapted version of the Strategy Inventory for Language Learning (SIIL) Questionnaire and a Writing Questionnaire as the pretest and posttest. Descriptive statistics and independent sample t-tests were run to analyze the data using SPSS. The findings showed that students who received language learning strategy instruction recorded higher scores than the students who did not receive any kind of instruction towards the skill of writing academic essays. The results revealed that students’ use of strategies in writing increased noticeably after strategy instruction and implied that students can be trained to use language-learning strategies successfully in their writing through direct strategy instruction.

PLAT 20(3) 2021: Promoting Self-Regulated Learning: Training, Feedback, and Addressing Teachers’ Misconceptions

Self-regulated learning is the capacity to monitor and regulate your learning activities and is vital in an increasingly complex and digitalized world with unlimited amounts of information at your fingertips. The current Special Issue highlights five articles and one report, which provide different approaches for teachers to promote effectively self-regulated learning in various educational contexts: training, feedback, and addressing teachers’ misconceptions. This editorial serves as a succinct review article and an introduction to the content of this issue. Training programs frequently teach information about effective learning strategies. Accordingly, Benick et al. (2021) found that students reported using more learning strategies when their teachers provided direct-strategy instruction combined with a learning diary, as compared to when these supports were not implemented. Yet, in this study, no transfer effect on academic performance was observed. Note that it is important that students are motivated to engage with these training courses and the learning strategies that are taught. Accordingly, van der Beek et al. (2021) investigated high school students in their last year before graduation and demonstrated that “motivated” students more often participated in a voluntary, self-regulated-learning training. However, a utility-value and implementation-intention intervention did not increase the likelihood of participation. McDaniel et al. (2021) reported a theoretical training framework addressing multiple components of self-regulated learning. The authors then tested a pilot college course based on this framework: knowledge of and belief in the effectiveness of learning strategies are targeted combined with efforts to promote students’ commitment and planning to apply these strategies (Knowledge-Belief-Commitment-Planning framework; McDaniel & Einstein, 2020). Another approach to promote self-regulated learning is to provide feedback and opportunities to effectively process and utilize it. Bürgermeister et al. (2021) developed an effective online tool supporting preservice teachers to assess and provide feedback on peer learners’ self-regulated use of effective learning strategies. Kuepper-Tetzel and Gardner (2021) demonstrated how to enhance self-regulated processing of feedback by temporarily withholding university students’ grades in favor of accessing and engaging with the feedback first. Finally, teachers’ misconceptions about learning can affect the degree to which teachers can scaffold students’ learning how to learn. As a first step, to address these misconceptions, Eitel et al. (2021) developed and psychometrically evaluated the Misconceptions about Multimedia Learning Questionnaire (MMLQ). Using the MMLQ, the authors showed that (preservice) teachers endorsed three out of four common misconceptions of self-regulated multimedia learning, with the potential to design instructional devices to refute them and thereby to promote rather than hinder self-regulated learning in students. Taken together, the contributions of the current Special Issue highlight self-regulated learning as a critical skill at all levels of education, which can be promoted through structured training programs, various uses of feedback, and addressing misconceptions about self-regulated learning from (pre-service) teachers.

Effectiveness of Context-Based Strategy for English Learning among Chinese Middle School Students

Currently, a growing number of educators are aware of the need to look for new approaches to replace the “spoon-feeding” method. Therefore, the context-based strategy began to emerge. This study aims to investigate how students derive information through contextual clues by examining the progress of Chinese middle school EFL students in terms of word recognition. The participants of this study included 20 eighth grade students from the same middle school. The participants sat for two different quizzes: a contextual vocabulary quiz (quiz A) and a direct instruction quiz (quiz B). In quiz A, the participants inferred the meaning of the target words from the example sentences, whereas in quiz B, the students utilized the accompanying English explanation to guess other new words. These students were in the experimental and control conditions, respectively. The two quizzes comprised of 15 multiple choice questions (MCQ) which differentiated the participants’ word recognition response to two different learning methods. There were two significant findings from this study. First, the results showed that the context-based strategy leads to a better vocabulary learning performance compared to the direct instruction strategy. Second, although it is not as effective as the context-based strategy, the direct instruction strategy may assist EFL learners in remembering words in short term.

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

The purpose of this study is to find out the effect of PjBL with WBL media as an instructional strategy and direct instructional (DI) strategy on the understanding (intercept) and the concept application of science-integrated learning media. The method of this research is Quasi-Experimental with 2x2 factorial design. The number of respondents is 110 pre-service teachers consisting of 68 respondents for the experimental class and 42 respondents for the control class. The sampling technique is purposive sampling with a class as an experimental class and another class as a control class. MANOVA is used to analyze the data. The result of the test shows that: (1) there is a difference in the average score of learning outcomes in understanding and science-integrated conceptual application among pre-service teachers who are taught with Web-based PjBL and DI strategies. The average score of understanding the concept of developing science-integrated learning media with a Web-based PjBL strategy is 88.81, DI is 85.69. The average score of the concept application with Web-based PjBL strategy is 89.07, DI is 85.69; (2) there are differences in the average score of understanding learning outcomes and the application of the concept of developing science-integrated learning media between pre-service teachers who have a cognitive style of FD and FI. The average score of understanding the concept of FD is 88.08, FI is 86.12. The average score of the concept application FD is 87.37, FI is 88.29. From these data, it can be concluded that the Web-based PjBL strategy has a better contribution than DI in improving the learning outcomes of understanding and application of the concept of developing science-integrated learning media.

Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development

Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.

Pengaruh Strategi Pembelajaran dan Self Efficacy Terhadap Hasil Belajar menulis

This study aims to determine the effect of learning strategies (Word Wall Strategy and Dirrect Instruction Strategy) and the student self efficacy toward writing learning outcomes of english study programme Halu Oleo University. This research uses experimental design with a 2x2 treatment by level with sample number of 54 students at English education study programon academic year 2019/2020. The data analysis was done by Analysis of Variance (ANAVA) two lane. The results showed that (1) Word Wall Strategy (WWS) was more effective in improving writing learning outcomes than Dirrect Learning Strategy (DL); (2) there was a significance interaction effect between learning strategies and student's self efficacy toward writing learning outcomes 3) students’ writing learning outcomes who uses Word Wall Strategy are higer than direct instruction strategy with students higher self efficacy, (4) and for students with low self efficacy more appropriate using dirrect Learning strategies (DL).

INFLUENCE OF TEACHERS’ INSTRUCTIONAL STRATEGIES AND STUDENTS’ LEARNING STYLES ON ACADEMIC ACHIEVEMENT IN KENYAN HIGH SCHOOL PHYSICS

This study investigated the influence of Teachers’ instructional strategies and students’ learning styles on academic achievement in physics among Kenyan high school students. A quasi–experimental pre-test post–test non-equivalent control group design was employed to investigate how three teachers' instructional strategies (guided-inquiry, cooperative learning and direct instruction) and three learning styles (visual, auditory and kinaesthetic) influence academic achievement in Physics practical work while controlling for gender. The target population was all form three Physics students in Navakholo Sub-County area of Kakamega County. A sample size of five hundred and nineteen (519) form three physics students were selected through multistage sampling procedures (purposive sampling, proportionate stratified random sampling and simple random sampling). One null hypothesis was tested at 0.05 level of significance to guide the study. Physics Achievement Tests 1 and 2 (PAT 1 & PAT 2 ) and Learning Style Questionnaire. Teachers’ Instructional Guides on Guided-Inquiry (TIGITS), Cooperative (TIGCTS) and Direct Instructional Strategy (TIGDITS) were used to collect data. Validity and reliability of the instruments were assessed. Analysis of covariance (ANCOVA), Multiple Classification Analysis (MCA) and Scheffe multiple comparison test were used to analyse the data. Findings revealed, a significant effect on the academic achievement of physics students taught with different instructional strategies considering their different learning styles. Recommendations were provided. Article visualizations:

Level and Trend of Writing Sequences: A Review and Meta-Analysis of Writing Interventions for Students With Disabilities

We examined effects of intervention on the level and trend of text-writing sequences of students with disabilities and writing difficulties, in addition to potential moderating effects related to student demographics (i.e., disability status, age, gender, and race) and writing task (i.e., sentence, essay, and narrative). We reviewed 18 single-case experimental design studies with a total of 96 students and subsequently meta-analyzed 15 of these studies with a total of 79 students using mixed-effects linear regression and an information-theoretic ranking of competing models. Results indicate that writing interventions, including direct instruction and self-regulated strategy development, produced gradual improvement in the trend of correct writing sequences per minute. Older students produced higher levels of writing sequences, but younger students showed steeper trends during intervention. Furthermore, students had higher levels of writing fluency on sentence-writing tasks than on discourse-writing tasks (narratives and essays).

Communication Partner Training to Increase Interactive Communication Using Augmentative and Alternative Communication: A Case Study

Purpose The purpose of this clinical focus article was to assess the communication partner's (CP) perception regarding the effectiveness of a CP training model to support augmentative and alternative communication (AAC) use within a parent–adolescent dyad. Method This case study implements an adaptation of an 8-stage strategy instruction protocol for teaching aided language modeling across functional activities. Procedures for designing CP training to meet the specific needs of a particular CP and an individual using AAC (IUA) are offered. Pre- and posttraining questionnaires surveyed the CP's feelings and knowledge about using the AAC strategies and the IUA's AAC skill level. Results Quantitative and qualitative analyses of the CP's responses on the pre- and posttraining questionnaires revealed more confidence in supporting her son when using his device, increased knowledge of strategies to support AAC use, and increased understanding of the device operation. She also perceived that her son used his device more confidently and effectively in a variety of ways. Conclusion CP training that includes strategy instruction, along with practice and feedback, helps to increase the CP's and the IUA's understanding of the specific device and how to use it in more naturalistic, functional settings and situations. Since the CP's needs are similar across developmental and neurogenic groups, the direct strategy instruction described in this clinical focus article can be used by practicing clinicians working with pediatric or neurogenic populations to teach communication and operational skills. The results suggest that CP training should be included in treatment planning for speech-language pathologists working with individuals with complex communication needs who use AAC.

THE EFFECTS OF INQUIRY-BASED LEARNING AND LEARNING STYLES ON PRIMARY SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING IN MULTIMEDIA LEARNING ENVIRONMENT

This research aimed to identify the effects of inquiry-based learning on the conceptual understanding of students with various learning styles in the multimedia learning environment. This research was factorial experiment with the quasi-experimental design. There were total of 157 primary school students in Bali, Indonesia being involved as the subjects of the study. There were two instruments used in this research. The first instrument was a questionnaire adapted from Index of Learning Style (ILS) developed by Felder and Soloman for measuring the verbal-visual learning styles. The second instrument was the conceptual understanding test for measuring students’ conceptual understanding in the form of multiple-choice test. The research discovered three findings as follows: (1) there is a significant difference in terms of conceptual understanding between students who are taught by inquiry-based learning and direct instruction strategy, (2) there is a significant difference in terms of students conceptual understanding between visual and verbal students, (3) there is a significant interaction between different learning strategies (inquiry based learning and direct instruction strategy) and students’ learning styles (visual verbal) toward students conceptual understanding.

Instructional Strategies and Methods in Teaching English to Tertiary Students

This study explores the different instructional strategies and methods used by teachers in teaching English to freshmen and sophomore college students. Results show that teachers use direct and indirect instructional strategies the most while experiential, interactive, and independent instructional strategies were used less in the classrooms. On the other hand, instructional methods used include: discussion, vocabulary building, role play, pronunciation exercises, homework, diary writing, guided reading, dictation, grammar-based learning activities, quizzes, written exams, listening to audio tracks, writing exercises, use of graphic organizers, and composition writing. Implications to teaching were noted and recommendations for better teaching practices were identified.

Explicit teaching and authenticity in L2 listening instruction: University language teachers' beliefs

The purpose of this study is to understand university language teachers' beliefs about explicit teaching and authentic materials in second language (L2) listening instruction. Data were collected from language teachers in Spanish and English departments at eight universities in Pennsylvania, United States, through an online questionnaire (N = 60) and semi-structured interviews (N = 6). The results indicated that teachers believe explicit listening instruction is essential for learners to develop competence in L2 listening, but conflate direct strategy instruction, listening practice, and listening assessment. Furthermore, very few reported the implementation of metacognitive strategy instruction. Secondly, most instructors believe that authenticity is a valuable construct for L2 teaching; however, generally instructors considered either linguistic features of the listening text or features of the L2 learning context when selecting materials, not both, illustrating differing conceptualizations of authenticity and varied approaches to authentic material selection. These results imply a need for more attention to listening pedagogy in L2 teaching environments and teacher training, especially with regard to explicit strategy and metacognitive instruction and the selection and use of authentic listening texts.

Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning

AbstractThis action research study follows a between‐subject design strategy and attempts to identify whether a departure from a direct instructional teaching strategy towards a flipped learning pedagogy results in increases in student performance over time. In particular, the study considers the effects of integrating flipped learning pedagogic instruction into a Year 1, second‐semester undergraduate Computer Architecture module. The first year of the study represented a baseline year in which a traditional direct instructional teaching method was used. The three subsequent years of study involved the inclusion of increased proportions of flipped learning instruction. When removing the baseline year from the study and focusing on the years that included a flipped proportion of instruction only, the analysis showed statistically significant increases in learner performance for mature students as the module migrated towards a fully flipped delivery model. Positive increases associated with continuous assessment components of the modules were also observed across the population as the module migrated towards a flipped learning model. However, this apparent increase in learner performance showed no impact on the terminal examination scores across years, indicating that improved performance in continuous assessments was probably due to shallow learning.

Effectiveness of motor skill intervention varies based on implementation strategy

ABSTRACTBackground: Young children from disadvantaged settings often present delays in fundamental motor skills (FMS). Young children can improve their FMS delays through developmentally appropriate motor skill intervention programming. However, it is unclear which pedagogical strategy is most effective for novice and expert instructors.Purpose: The purpose of this study was to examine the effects of a motor skill intervention delivered by expert and novice teachers via direct or indirect pedagogical strategy on the object control and locomotor skills of young children.Participants and setting: Participants included children (N = 109) aged 40–67 months (Mage = 54 months, SD = 7 months) enrolled in an early years center for children who are socioeconomically disadvantaged in the United States.Data collection: Children participated in one of five instructional conditions (expert-led direct, expert-led indirect, novice-led direct, novice-led indirect, and control). Expert and preservice physical education teachers implemented the Successful Kinesthetic Instruction for Preschoolers (SKIP) motor skill program twice weekly for 6 weeks (360 min of instruction). Children in all experimental conditions (n = 69) received ‘business as usual’ free play on nonintervention days. Children in the control condition (n = 40) received the ‘business as usual’ free play 5 days weekly throughout the entirety of the intervention. Children completed the Test of Gross Motor Development-2 during the pretest and the posttest.Data analysis: For object control and locomotor skills, we conducted two, separate, one-way ANOVAs at the pretest to determine condition differences. We then calculated two separate, five conditions × two times repeated-measures ANOVAs to determine the effects of SKIP on both object control and locomotor skills. Tukey post hoc analyses confirmed posttest differences among the conditions.Findings: There were no significant differences among conditions at the pretest (locomotor, p = .347–.969; object control, p = .143–.918). For object control skills, there were significant main effects for time (F[1, 104] = 83.92, p < .001, η2 = .45) and condition (F[4, 104] = 6.39, p < .001, η2 = .20) as well as a significant time by condition interaction (F[4, 104] = 22.36, p < .001, η2 = .45). For locomotor skills, there was a significant main effect for time (F[1, 104] = 41.25, p < .001, η2 = .28) but not for condition (F[4, 104] = 2.20 p < .074, η2 = .08). There was a significant time by condition interaction (F[1, 104] = 18.68, p < .001, η2 = .42). Experts, regardless of strategy, showed significantly greater improvements (p < .001) than novice and control conditions for locomotor skills. For object control skills, experts (all conditions) and novice-direct demonstrated significantly (p < .001) greater gains than the control and novice-indirect conditions.Conclusion: Young children from disadvantaged settings demonstrated developmental delays with FMS. Motor skill intervention was effective with remediating their delays. Novice teachers with limited physical education experience should begin teaching object control skills via direct instruction. Experts can choose either direct or indirect instructional strategies. Future research should investigate the implications of scaffolding locomotor skills and indirect pedagogical strategies for novice teachers.