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A COURSE DESIGN APPROACH FOR TEACHING BEGINNING ARCHERY: A
QUALITATIVE STUDY
Hayri Ertan*
*Middle East Technical University, Physical Education and Sports Dep.
Ankara/TURKEY
ABSTRACT
Archery is described as fine, discrete, and closed motor ability and there are different
methods in teaching basic skills. The purpose of the study is to organize a beginning
archery course in terms of the needs of the audiences. The participants of the study were
defined as follows: the Clients, audience, target population, and the coordinator of the
study. The data gathering procedures involved interviews, observations, and literature
review. The purpose of the course was set as; to provide the student with opportunities to
learn techniques and fundamentals of shooting, basic safety considerations, archery
equipment selection and care. The course is designed to help each student to attain through
practice, create, and promote interest in archery. Upon successful completion of this
course, the students will be able to participate archery as a lifetime leisure sport. General
Objectives of the Course, Specific Learning Outcomes, Activities, Materials, Method,
Student Evaluation, Topical Outline, and Course Evaluation procedures were clearly
defined in the study.
KEY WORDS: Archery, Teaching Archery, Needs Assessments, Program Evaluation
1. INTRODUCTION
The sport archery is described as a static sport requiring strength and endurance of the
upper body, in particular the shoulder girdle (Mann, 1984; Mann & Littke, 1989). Skill in
archery is defined as the ability to shoot an arrow at a given target with accuracy
(Leroyer, 1992). Shooting an arrow to a given target can be considered as a motor skill
that is directed to hitting the center of the target. Hitting the center needs a relatively
permanent change in the performance of arrow shot resulting from practice or past
experience.
If someone wants to make permanent changes in archery shooting techniques,
he/she should define stable stages of arrow shot. In the literature, some of the researchers
describe the shot as a three-phase movement: the stance, the arming, and the sighting
(Leroyer, 1992; Pekalski, 1990; Martin, 1990). Alternatively, Nishizono (1996) divides
the stages of a shot into six: bow hold, drawing, full draw, aiming, release, and follow
through. Whichever the stages a researcher accepts, each of these phases represents a
stable sequence of the collective movement and are suitable for studying the motor
control and skill-acquired.
During the drawing phase, an archer pushes the bow with extended arm and pulls
the bowstring with the other arm. He/she places the bowstring on his/her face (the tip of
the nose, the lips, and the chin) by reaching the final position of drawing phase. In the full
draw position; archer should accomplish many tasks at the same time. He/she should both
aim to the target and release the bowstring without disturbing the aiming position. So, the