Developing best practices teaching procedures for skinfold assessment: observational examination using the Think...

Area of Science:

• Exercise Science
• Human Movement Studies
• Kinesiology

Background:

• Skinfold assessment is a valid and economical method for body composition analysis.
• Proficiency in skinfold assessment requires practice due to its steep learning curve.
• Current undergraduate curricula often provide limited exposure to skinfold techniques.

Purpose of the Study:

• To investigate the impact of increased curricular exposure on skinfold assessment proficiency.
• To evaluate the utility of combining observational and Think Aloud methodologies for instruction.
• To identify specific procedural and cognitive skills that benefit from additional training.

Main Methods:

• Seventy-five undergraduates with varying experience performed a seven-site skinfold assessment.
• Participants vocalized their thought processes (Think Aloud) during the assessment.
• Procedural observations and cognitive data from Think Aloud transcripts were analyzed.
• Measurements were compared to criterion values to determine proficiency and bias scores.

Main Results:

• Additional curricular exposure significantly improved skinfold assessment performance.
• Proficiency gains were observed in specific site measurements (chest, abdomen, thigh) and landmark identification.
• The Think Aloud method provided quantifiable insights into cognitive processes and instructional needs.
• Experience and proficiency levels correlated with improved procedural and cognitive skills.

Conclusions:

• Increased exposure to skinfold assessment in undergraduate programs enhances skill proficiency.
• The Think Aloud method is a valuable pedagogical tool for identifying and addressing instructional weaknesses.
• This combined approach offers a robust framework for improving skinfold assessment training and feedback.