A Study of Task Systems and Accountability in an Elite Junior Sports Setting

1992 ◽  
Vol 11 (4) ◽  
pp. 376-388 ◽  
Author(s):  
Peter A. Hastie ◽  
John E. Saunders
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
State Level ◽  
Academic Work ◽  
Elite Sport ◽  
Match Play ◽  
Instructional Task ◽  
Task System ◽  
Task Systems ◽  
Similar Task

The concept of academic work has been developed as a means of examining the curriculum used in classrooms. Tousignant’s study of secondary school physical education classes was the first to apply this concept to teaching physical education. This paper reports on a study that examined the program in action in a junior elite-sport setting (a state-level volleyball squad). The conceptualization of instructional, managerial, and transitional task systems developed in physical education classes was found to be relevant in this setting. In addition, a further task system, the match-play task system, was identified. A subset of the instructional task system identified as role-specific instructional tasks also emerged. The paper concludes that similar task systems operate in physical education and coaching and that the concept of accountability is important in understanding both teaching and coaching processes.

Take Your Partners: A Description of a Student Social System in a Secondary School Dance Class

1996 ◽  
Vol 15 (2) ◽  
pp. 171-187 ◽  
Author(s):  
Peter A. Hastie ◽  
Andrew Pickwell
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Social System ◽  
Task Structure ◽  
Accountability Systems ◽  
Trade Off ◽  
Dance Class ◽  
Instructional Task ◽  
Task System

This study examined the operations of a student social system within an elective physical education dance class. Its methodology is based on the findings of Allen (1986), who determined that students have two main agendas in classes, namely, to give teachers what they want while having fun and socializing with classmates. Consistent with previous findings, many students in this study were particularly adept at finding ways to minimize work and have fun while still doing enough to pass the course. These findings are explained in conjunction with the task structure and accountability systems put in place by the teacher. That is, the teacher seemed to be content to trade off lower levels of participation in the instructional task system for at least nondisruptive behavior, thereby allowing a relatively unimpeded achievement of the students’ social objectives.

Analysis of Task Systems in Elementary Physical Education Classes

1992 ◽  
Vol 11 (4) ◽  
pp. 411-425 ◽  
Author(s):  
Diana L. Jones
Keyword(s):  
Physical Education ◽  
Systematic Observation ◽  
Instructional Task ◽  
Accountability System ◽  
Elementary Physical Education ◽  
Task System ◽  
Task Systems ◽  
Observation Strategies ◽  
Events Data

The purpose of this study was to describe and analyze task systems in elementary physical education classes. Two elementary physical education specialists were observed during 34 classes. Systematic observation strategies were used to describe and analyze classroom events. Data supported the existence of managerial and instructional task systems along with an informal social task system. Students complied with managerial tasks; modifications were not evident. Students’ responses to instruction were either (a) on the stated task with success or little or no success, (b) upward or downward task modifications, or (c) off-task. Primarily, students stayed on-task whether they were successful or not. Relationships among tasks within lessons indicated that the teachers used a pattern of informing, extending, and applying tasks. A less formal accountability system was evident as children were not involved in the formal exchange of performance for grades. Managerial, instructional, and social task systems did not operate exclusively but interacted with one another.

The Relationship between Subject-Matter Expertise and Accountability in Instructional Tasks

1999 ◽  
Vol 19 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Peter A. Hastie ◽  
Nik Vlaisavljevic
Keyword(s):  
Physical Education ◽  
Subject Matter ◽  
Ecological Model ◽  
Academic Work ◽  
Teaching Activities ◽  
Instructional Task ◽  
Subject Matter Expertise ◽  
Task System ◽  
The Relationship

The ecological model was used to examine the relationship between subject matter expertise and the conduct of a teacher’s instructional task system. Nine teachers were studied when teaching activities with which they self-reported as having higher or lower levels of subject matter expertise. The findings suggest that higher levels of expertise by teachers in certain areas result in two specific changes in the academic work of physical education. The first is a provision of more tasks, and particularly more extending tasks, while the second is an accountability focus centered more so on the quality of the performance than a level of participation or effort.

scholarly journals Initial Validation of the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire in Physical Education

2018 ◽  
Vol 37 (4) ◽  
pp. 340-351 ◽  
Author(s):  
Daniel Milton ◽  
Paul R. Appleton ◽  
Anna Bryant ◽  
Joan L. Duda
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Structural Equation ◽  
Factor Model ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Physical Education Teachers ◽  
Parameter Estimates ◽  
Two Samples ◽  
Secondary School Pupils

Purpose: Guided by Duda’s hierarchical conceptualization of the motivational climate that draws from self-determination and achievement goal theories, this study provides initial evidence of the psychometric properties of the Empowering and Disempowering Motivational Climate Questionnaire in physical education (EDMCQ-PE). Method: Questionnaire based with two samples of Welsh secondary school pupils. Results: Exploratory structural equation modeling provided a better fit of the data to the hypothesized model than confirmatory factor analysis. Moreover, a two-factor composite (i.e., empowering and disempowering) lower-order model provided an acceptable fit and clear parameter estimates. This two-factor model also demonstrated scalar gender measurement invariance. Discussion: The evidence from this study suggests the EDMCQ-PE is a promising scale for the assessment of secondary school pupils’ perceptions of the empowering and disempowering features of the motivational climate created by their physical education teachers. Conclusion: Moving forward, the statistical approach employed in this paper can inform future studies that develop questionnaire methodology in physical education and from an applied perspective; the EDMCQ-PE can be used by researchers and teachers to assess the motivational climate in PE and help inform the pedagogy underpinning teachers’ classes.

Sign in / Sign up

Export Citation Format

Share Document