1. A Problem of Poor Performance in College Beginning Tai Chi Class Behavioral Design Project Study Proposal ED 333A Wuping Lu Huiping Liao

2. Introduction What is Tai Chi? What is Tai Chi? –a traditional Chinese exercise consisting of a series of gentle movements designed to improve coordination, relieve stress, strengthen the immune system, and promote overall well-being. –five major styles (Sun, Yang, Chen, Wu2, and Wu3) –range from a couple of forms to more than 150 forms, depending on the style or sub-style. Each form consists of a single or a series of movements

3. Introduction Three Levels of Tai Chi Skill Three Levels of Tai Chi Skill –Beginning Level: correctness of movements and sequence –Intermediate Level: coordination among movements, breathing, and mind –Advanced Level: visualization and actual movement of "Qi" or "energy" within the body during the routines

4. Introduction 24 Form Tai Chi – a "simplified" style based on Yang Family Tai Chi 24 Form Tai Chi – a "simplified" style based on Yang Family Tai Chi 24 Form 24 Form –usually the first class offered in most colleges –consists of 24 forms, each including a series of movements –has to be performed in correct sequence prescribed by the style

5. Learning Environments PHED 1290 - an undergraduate PE course at ABC College entitled Beginning Tai Chi, teaching students 24 Form Tai Chi PHED 1290 - an undergraduate PE course at ABC College entitled Beginning Tai Chi, teaching students 24 Form Tai Chi Objective: perform 24 Form Tai Chi in correct sequence precisely Objective: perform 24 Form Tai Chi in correct sequence precisely No prerequisite No prerequisite 50 minutes, twice a week 50 minutes, twice a week Course format: warm-up, reviews, and new content, practice and drills across class when needed Course format: warm-up, reviews, and new content, practice and drills across class when needed The instructor: well-trained in Tai Chi, no formal training in pedagogy, uses demonstration and verbal cues in teaching The instructor: well-trained in Tai Chi, no formal training in pedagogy, uses demonstration and verbal cues in teaching Students: 20, most are freshman, equal gender, no previous Tai Chi experience Students: 20, most are freshman, equal gender, no previous Tai Chi experience

6. Learning Problem Most students cannot meet the objectives set by the instructor Most students cannot meet the objectives set by the instructor We believe the objectives are appropriate for beginners We believe the objectives are appropriate for beginners Examples of symptoms of poor performance: Examples of symptoms of poor performance: –performing more than half of movements imprecisely and even inaccurately –missing some movements –doing movements in incorrect sequence.

7. Purpose The purpose of this investigation is to use behavioral learning theory to examine why this problem happened The purpose of this investigation is to use behavioral learning theory to examine why this problem happened We will focus on We will focus on –whether the instructor arranged the learning in a routine in which components of Tai Chi movements were presented systematically from simple to complex, taking into account what the students already know, and monitoring closely whether students have acquired the intended components before going ahead –Was his consideration sufficient?

8. Learning Hierarchy Perform Single Movement Perform Two Movements in Right Sequence Perform the Whole Set of 24 Form Tai Chi in Right Sequence Perform Three or More Movement Combinations in Right Sequence Perform Single Form Perform Two or More Form Combinations in Right Sequence Chaining Learning Stimulus-Response Learning Chaining and Discrimination Learning

9. Learning Principles (B1) Routines of activity for effective transmission of knowledge (B1) Routines of activity for effective transmission of knowledge (B2) Clear goals, feedback and reinforcement (B2) Clear goals, feedback and reinforcement (B4) Sequences of component-composite skills. (B4) Sequences of component-composite skills.

10. Proposal Study Location Location ABC college, Palo Alto, CA Participants Participants 20 students:10 female and 10 male, one male instructor

11. Proposal Study (con) Methods and Procedures Methods and Procedures Consent forms Class observation Online Status check Interview Performance Evaluation

12. Class Observation Did the instructor arrange the learning in a routine of warm-up, review, teaching new movements, and practice and drills with feedback? Did the instructor arrange the learning in a routine of warm-up, review, teaching new movements, and practice and drills with feedback? Did the instructor express the learning goals of each class clearly? Did the instructor express the learning goals of each class clearly? Were students familiar with and do they follow the class objectives and class routine? Were students familiar with and do they follow the class objectives and class routine? Was the class organized from the single movements to complex combinations? Was the class organized from the single movements to complex combinations? Did students have enough time to recall learning from previous class? Did students have enough time to recall learning from previous class? Did the instructor give enough time for students to practice newly learned movements before proceeding to teach the next movement? Did the instructor give enough time for students to practice newly learned movements before proceeding to teach the next movement? Did students effectively utilize the practice time assigned by the instructor? Did students effectively utilize the practice time assigned by the instructor? Did students get proper feedback on their in-class practice? Did students get proper feedback on their in-class practice? Did the instructor give strong enough stimuli to effectively reduce interference from other stimulus so that students can make difference among similar movements? Did the instructor give strong enough stimuli to effectively reduce interference from other stimulus so that students can make difference among similar movements? Did the instructor give after-class assignments for students to reinforce learning Did the instructor give after-class assignments for students to reinforce learning Did the instructor implement a mechanism so that, even for after-class practice (assignments), students can still get some forms of feedback? Did the instructor implement a mechanism so that, even for after-class practice (assignments), students can still get some forms of feedback?

13. Online Status Check Did you miss any class? If yes, how many? Did you miss any class? If yes, how many? Did you practice Tai Chi after class? If yes Did you practice Tai Chi after class? If yes –How long did you spend on practicing? –Did you practice Tai Chi alone or in a group? How could you make sure that your movements were correct when practicing after class? How could you make sure that your movements were correct when practicing after class?

14. Interview Did the instructor express the learning goals of each class clearly? Did the instructor express the learning goals of each class clearly? Did you follow the class objectives and class routine set by your instructor? Did you follow the class objectives and class routine set by your instructor? Do you think your instructor organized the class from the single movements to complex combinations? Do you think your instructor organized the class from the single movements to complex combinations? Do you think your instructor has given you enough time to review the movements you learned in previous class before he teaches new content? Do you think your instructor has given you enough time to review the movements you learned in previous class before he teaches new content? Do you think the instructor has given you enough time to practice newly learned movements before proceeding to teach the next movement? Do you think the instructor has given you enough time to practice newly learned movements before proceeding to teach the next movement? Do you think you effectively utilized the practice time assigned by the instructor? Do you think you effectively utilized the practice time assigned by the instructor? Do you think your instructor gave you proper feedback on your in-class practice? Do you think your instructor gave you proper feedback on your in-class practice? Did the instructor give you strong enough stimuli to effectively reduce interference from other stimulus so that you can make difference among similar movements? Did the instructor give you strong enough stimuli to effectively reduce interference from other stimulus so that you can make difference among similar movements?

15. Evaluation How many movements he or she did imprecisely How many movements he or she did imprecisely How many movements he or she did incorrectly or inaccurately? How many movements he or she did incorrectly or inaccurately? How many times he or she made mistake on movement sequence? How many times he or she made mistake on movement sequence? How many movements he or she missed? How many movements he or she missed?

16. Possible Results Most students performed poorly Most students performed poorly Learning was organized in a routine of warm-up, review, new content, practice and drills, from simple to complex Learning was organized in a routine of warm-up, review, new content, practice and drills, from simple to complex practice and drill was not adequate in and after class practice and drill was not adequate in and after class –Students who practiced at home did better than students who did not –Students who practiced at home for more than half hour each week did better than students who practiced for less time feedbacks to reward and reinforce are inadequate feedbacks to reward and reinforce are inadequate Stimuli are not strong enough to promote discrimination learning Stimuli are not strong enough to promote discrimination learning

17. Suggested Solutions Provide sufficient practice time in class Provide sufficient practice time in class Give incentives such as extra points for active participation in class practice and drills Give incentives such as extra points for active participation in class practice and drills Decrease the class size so that the instructor can give more feedback to each individual student Decrease the class size so that the instructor can give more feedback to each individual student Emphasize the importance of practicing after class Emphasize the importance of practicing after class Provide students a video clip of 24 From Tai Chi so that students can compare their own movements with standard movement for self-feedback when they are practicing after class Provide students a video clip of 24 From Tai Chi so that students can compare their own movements with standard movement for self-feedback when they are practicing after class Provide strong stimuli to promote discrimination learning Provide strong stimuli to promote discrimination learning

18. Conclusion Our Findings Our Findings The beginning Tai Chi Class has a clear routine for students to follow. It need to improve on giving feedbacks and reinforcers. Students need more practice in and after class. The beginning Tai Chi Class has a clear routine for students to follow. It need to improve on giving feedbacks and reinforcers. Students need more practice in and after class. Further Studies Further Studies

19. Thank you Questions ?