RESULTS & DISCUSSION

1. The Effects of Multimedia Computer Assisted Instruction (CAI) on Teaching Tennis Content Knowledge and Pedagogical Content Knowledge (PCK) in a Physical Education Teacher Education Program (PETE). *Ferman Konukman,**Richard Stratton, ***George Graham, ** James Krouscas, *** Jay Vasil, *** Stephen Yang, *****Bülent Ağbuğa, ******İlker Yılmaz, ******Coskun Bayrak *Central Washington University, **Virginia Tech / USA, ***Penn State University /USA, ****University of Nebraska Lincoln /USA,***** Texas A & M Univeristy / USA,******Anadolu University/ TURKEY, RESULTS & DISCUSSION The results showed that although no significant differences were found between the TI and CAI groups (p>0.05), both groups performed significantly better than the CG group in tennis serve content knowledge (p<0.05) and only TI group improved significantly within the group (p<0.05). The TI group performed significantly better than the CAI and CG groups in providing appropriate cues. Only the TI group improved significantly within the group (p<0.05) and the CAI and CG groups did not improve (p>0.05). No significant differences were found among the groups in tennis serve PCK-Appropriate feedback (p>0.05). Finally, there were no significant differences between the TI and CAI groups in appropriate demonstration (p>0.05). However, both the TI and CAI groups performed significantly better than those in the CG group (p<0.05). Moreover, both the TI and CAI groups improved significantly within the group pre to post test (p<0.05). The CG group did not improve at all (p>0.05). The results of this study revealed that CAI can be an effective instructional method in certain areas. In conclusion, the 21st century will be an information age and computers will be an essential part of the education system in all grades and ages. Physical education teacher education programs and physical education lessons in K-12 education are no exceptions. Computers and instructional technology should be an integral part of PETE and K-12 physical education without sacrificing the physical activity. REFERENCES Lockard, J., Abrams, D. P., & Many, W. A. (1997). Microcomputers for twenty-first century educators (4th ed.). New York, NY: Longman. Petrakis, E., & Konukman , F. (1999). Tennis Task Analysis multimedia CD-ROM, University of Nebraska Lincoln, Department of Health and Human Performance, Lincoln, Nebraska. Petrakis, E. (2000). Multi-tech tennis: Technology of tennis for teaching and learning in the 21st century. Paper presented at Hacettepe University, 6th International Sport Science Conference (Ankara, Turkey). INTRODUCTION Technology in the information revolution has provided many unique benefits to instructional programs. Although traditional ways of instruction are widely accepted in teaching and learning environments, some educational institutions have started to implement computer technology as an instructional approach Computer Assisted Instruction (CAI) has been used for more than five decades for educational purposes. Although the use of computers is not new, CAI is still a popular and common terminology in today’s educational institutions and schooling process. CAI provides an instructional interaction between the learner and the computer in a variety of contents with or without the assistance of a teacher. (Lockard, Abrams, & Many, 1997). In this process, CAI helps the learner(s) by presenting material and acting as a tutor. CAI uses the computer to facilitate and improve student learning. Students interact with computers at their own pace and the role of the teacher becomes a facilitator or coach. CAI programs direct the learner’s attention to different sections in a learning sequence without the direct assistance of a teacher (Petrakis, 2000). MATERIAL & METHODS The purpose of this investigation was to determine the effects of multimedia CAI on teaching tennis Content Knowledge and Pedagogical Content Knowledge (PCK= Appropriate cues, feedback and demonstration) in a PETE program. The data were obtained from 18 undergraduate PETE students enrolled in an evaluation and assessment course at a Mid-Atlantic university. Subjects were randomly assigned to three groups as Computer-Assisted Instruction (CAI) group (n=6), Teacher Instruction (TI) group (n=6), and Control (CG) group (n=6). The CAI group completed a sixty-minute instruction about teaching the tennis serve in a computer lab. Two multimedia CAI tutorials, Interactive Tennis (IT) (Petrakis, 1996) and Tennis Task Analysis (TTA) (Petrakis & Konukman, 1999) were used as interventions. The TI group received a sixty-minute teacher instruction having same content that used in CAI tutorials. Control group did not receive any instruction. The results of this study were gathered from Tennis Serve Content Knowledge Test, two six minutes micro teaching sessions on teaching tennis serve via observing video tapes and coding on Tennis Serve PCK Assessment Sheet. A pre-test and post-test experimental design was applied. The Kruskal-Wallis test was used to determine the differences among the three groups, and pairwise ranking with the Mann Whitney U test was conducted between all comparisons as a post hoc analysis. Moreover, the Wilcoxon Signed Rank test was used to determine pre-to post-test changes within the groups. Alpha set at p< 0.5.