Student Behavior in Physical Education Lessons: A Comparison Among Student Achievement Groups

1989 ◽  
Vol 82 (4) ◽  
pp. 216-226 ◽  
Author(s):  
Bevan C. Grant ◽  
Keith D. Ballard ◽  
Ted L. Glynn
Keyword(s):  
Student Achievement ◽  
Physical Education ◽  
Student Behavior

Teacher Feedback Intervention, Motor-on-Task Behavior, and Successful Task Performance

1990 ◽  
Vol 9 (2) ◽  
pp. 123-139 ◽  
Author(s):  
Bevan C. Grant ◽  
Keith D. Ballard ◽  
Ted L. Glynn
Keyword(s):  
Student Achievement ◽  
Physical Education ◽  
Task Performance ◽  
Research Design ◽  
Student Behavior ◽  
Multiple Baseline ◽  
Task Behavior ◽  
On Task Behavior ◽  
Effects Of Feedback ◽  
Learning Trials

A multiple baseline research design across teachers was used to evaluate the effects of feedback to teachers of behavioral data gathered in baseline lessons. Two teachers received such feedback while a third teacher served as a control. Both teachers who received feedback increased the amount of time students spent in motor-on-task behavior (+15%). Increases in motor-on-task behavior did not occur at the expense of any other student behavior. While this increase provided the students with more learning trials, only one of the two intervention teachers was able to increase the percentage of success of all student achievement groups when performing the learning trials. There were no substantial differences in student behavior between the three classes taught by the teacher who did not receive feedback. The study showed that although there were considerable differences in how physical education lessons were implemented, the two intervention teachers were able to respond to feedback and to modify their lessons so that the amount of student participation was increased.

scholarly journals MENGGAGAS COMPETITIVE ADVANTAGE MELALUI BRANDING IMAGE DI MADRASAH ALIYAH NURUL JADID PAITON PROBOLINGGO

2018 ◽  
Vol 18 (2) ◽  
pp. 225
Author(s):  
Zainur Roziqin ◽  
Hefny Rozaq
Keyword(s):  
High School ◽  
Student Achievement ◽  
Student Behavior ◽  
Brand Image ◽  
Qualitative Approach ◽  
Senior High School ◽  
Educational Institutions ◽  
The Public ◽  
Institutional Accreditation ◽  
Improve Student Achievement

Choosing the best school is important for some people. the best school benchmark is a school that has a big name brand image in view of the majority of society. Lately more and more educational institutions are emerging, every institution is competing to improve the quality in order to win the competition. Schools that have a good image in the eyes of the public will win this competition. Therefore, brand image is an important thing that must be considered by education providers. This paper aims to determine the steps to form a brand image in Islamic Senior High School of Nurul Jadid Paiton Probolinggo as an effort to improve competitiveness. This study used a qualitative approach with the method of data mining in the form of observation, interview, and tracing of related documents.The results of this study indicate that there are several steps taken by Islamic Senior High School Of Nurul Jadid institution in forming brand image, which is institutional accreditation, inculcate good student behavior, improve student achievement, improve teacher quality and graduate quality, hold excellent activities, with alumni. These steps can improve competitiveness, with school accreditation, good graduate quality, student achievement, and student behavior have attracted the attention of the community to choose to continue their studies in Islamic Senior High School of Nurul Jadid, as well as being a challenge for other institutions.

Fitness Load and Exercise Time in Secondary Physical Education Classes

1993 ◽  
Vol 12 (2) ◽  
pp. 180-187 ◽  
Author(s):  
Xiao Jun Li ◽  
Paul Dunham
Keyword(s):  
Heart Rate ◽  
Physical Education ◽  
Student Behavior ◽  
Skill Level ◽  
Exercise Time ◽  
Record Heart Rate ◽  
Classified Students ◽  
The Mean ◽  
Relationship Of ◽  
The Relationship

This study investigated the effect of secondary school physical education on fitness load. Fitness load was defined as the product of the mean heart rate above threshold (144 bpm) and fitness time (the duration of the heart rate above threshold). The relationship of fitness load and skill level of students was also studied. Teachers of 24 classes classified students as having high, moderate, or low skill ability. Seventy-two students, 1 from each skill level in each class, wore heartwatches to record heart rate at 15-s intervals. Student behavior was videotaped and coded. Twenty-one percent of the classes produced an overload effect, and 79% did not. The highly and moderately skilled students achieved fitness load more frequently than their lower skilled colleagues. The relationship between fitness load and percentage of time exercising was r = .66, indicating 44% common variance.

Management Techniques Used by High School Physical Education Teachers

1997 ◽  
Vol 17 (1) ◽  
pp. 72-84 ◽  
Author(s):  
Josée Perron ◽  
Peggy J. Downey
Keyword(s):  
High School ◽  
Physical Education ◽  
Student Behavior ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Pupil Control ◽  
High School Physical Education ◽  
Field Notes ◽  
Management Techniques

The purpose of this study was to describe the management techniques used by high school physical education teachers immediately before (preactive) and after (reactive) student behavior. Eight experienced physical educators were videotaped as they each taught four lessons of their regular schedule. Formal and informal interviews with the teachers were audiotaped and/or recorded in field notes. Management techniques observed during lessons or described during interviews were analyzed by deduction using the 22 categories of Henkel’s (1991) Physical Education Pupil Control Inventory (PEPCI). New categories were developed by induction to accommodate observed or discussed techniques that could not be coded into Henkel’s categories. These secondary physical education teachers used 28 different management techniques, including 21 (75%) from Henkel’s PEPCI and 7 (25%) others observed by the researcher or described by the teachers. Findings contribute to a foundation for further research into the positive management of student behavior.

The Effects of Enthusiasm Training on Selected Teacher and Student Behaviors in Preservice Physical Education Teachers

1984 ◽  
Vol 4 (1) ◽  
pp. 64-76 ◽  
Author(s):  
Cynthia Carlisle ◽  
D. Allen Phillips
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Rating Scale ◽  
Assessment Instrument ◽  
Control Group ◽  
Student Behaviors ◽  
School Students ◽  
Trained Teachers

Teacher enthusiasm has long been considered an important part of the teaching process. However, empirical verification of enthusiasm as an indicator of teaching effectiveness is somewhat sparse. One problem is with measuring that complex variable, while another problem has been determining what to correlate it with to allow it to surface as such an indicator. Twenty-four preservice teachers participated in this study to determine the differences in teacher and student behavior between the levels of enthusiasm in trained and untrained teachers. The experimental group was given 6 hours of enthusiasm training whereas the control group received no such training. Both groups taught a 30-minute Experimental Teaching Unit (ETU) to a total of 120 middle-school students. The observation instrument in this study was the Physical Education Teaching Assessment Instrument (PETAI), while the Collins Enthusiasm Rating Scale was used to measure the teachers’ enthusiasm. The trained teachers received much higher ratings in enthusiasm during their ETU lessons and were significantly better on three of the PETAI items. The students of the trained teachers also had higher skill achievement gains over their counterparts under the untrained teachers.

scholarly journals The Validity of the Qualitative Measures of Teaching Performance Scale as a Measure of Teacher Effectiveness

1997 ◽  
Vol 16 (2) ◽  
pp. 196-210 ◽  
Author(s):  
J. Len Gusthart ◽  
Ivan M. Kelly ◽  
Judith E. Rink
Keyword(s):  
Middle School ◽  
Student Achievement ◽  
Physical Education ◽  
Teacher Effectiveness ◽  
Classroom Teachers ◽  
Teaching Performance ◽  
Valid Measure ◽  
The Relationship ◽  
Performance Scale ◽  
And Task

The purpose of this study was to determine the relationship between the Qualitative Measures of Teaching Performance Scale (QMTPS; Rink & Werner, 1989) and teacher effectiveness in producing student achievement. The QMTPS focuses primarily on variables related to teacher clarity and task presentation. Nine middle school generalist (classroom) teachers were asked to teach the volleyball forearm pass and serve over eight lessons as part of their normal curriculum. Students were pre- and posttested on the serve and forearm pass using the American Alliance for Health, Physical Education and Recreation (1969) volleyball tests. All lessons were videotaped and were coded using the QMTPS instrument. The relationship between the QMTPS total score and student achievement was significant for the forearm pass and for the serve. The authors concluded that the QMTPS was a valid measure of teacher effectiveness when the total QMTPS score for several lessons was used.

scholarly journals Does professional development for teachers impact student behavior utilizing class-wide function-related intervention teams?

2021 ◽  
Author(s):  
◽  
April Phillips
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Retention ◽  
Teacher Professional Development ◽  
Student Behavior ◽  
Intervention Program ◽  
Academic Experiences ◽  
Office Referrals ◽  
Intervention Teams ◽  
Teacher Professional

Students who disrupt the classroom due to externalizing behaviors can impact all of these, but more importantly, these behaviors interrupt student learning. Due to these stressors, the purpose of this study was to explore how a behavior intervention program, Class-Wide Function-related Intervention Teams (CW-FIT), within the scope of teacher professional development, can impact students' behaviors, improve teacher retention, and ultimately improve academic experiences in a suburban elementary school in Southwest Missouri. The mixed-methods study used a convergent mixed method design to explore how the CW-FIT impacted behaviors of elementary students. It also examined the correlation, if any, between teacher professional development of the CW-FIT and office referrals, teacher retention, and student achievement. Participants in this research study started with 12 elementary teachers and 10 classrooms. After the Pandemic began, the study continued in the fall of 2020 and included 11 teachers and nine classrooms (from third to fifth grade). Analysis of observation results, documents, and interviews, found that CW-FIT positively impacted student behavior in the participating elementary classrooms. Evidence showed the need for PD, how the CW-FIT increased student achievement through student engagement and teacher praise, and on-task behavior.

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