Observing and Interpreting Teaching-Learning Processes: Novice PETE Students, Experienced PETE Students, and Expert Teacher Educators

1993 ◽  
Vol 13 (1) ◽  
pp. 46-61 ◽  
Author(s):  
Kathy C. Graham ◽  
Karen E. French ◽  
Amelia M. Woods
Keyword(s):  
Physical Education ◽  
Motor Skill ◽  
Effective Teachers ◽  
Teacher Educators ◽  
Learning Processes ◽  
Expert Teacher ◽  
Third Grade Students ◽  
Skill Performance ◽  
Teaching Learning ◽  
Junior Students

The ability to observe and interpret events during instruction is thought to be an important dimension of effective teachers. The purpose of this study was to compare the ability to observe and interpret teaching physical education at different stages of expertise. Ten freshman preservice students, 7 experienced junior students, and 2 teacher educators served as subjects. Each subject viewed a 15-minute videotaped lesson on basketball dribbling taught to approximately 20 third-grade students. Subjects were instructed to observe the lesson, take notes, and write a description or evaluation of what they observed during the lesson. Experienced students wrote substantially more evaluative interpretations than novice preservice students. The interpretations of the experienced preservice students were similar to the teacher educators in the focus of observation and the use of a technical language. However, teacher educators’ interpretations were more organized and were focused more on lesson occurrences that influenced students’ motor-skill performance.

A contingency perspective on learning and instruction in physical education

2021 ◽  
pp. 1356336X2098588
Author(s):  
Jonas Wibowo ◽  
Ben Dyson
Keyword(s):  
Physical Education ◽  
Learning Processes ◽  
Methodological Issues ◽  
Unit Of Analysis ◽  
Contingency Perspective ◽  
Two Factors ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

A Conceptual Model of Perceived Motor Skill Competence, Successful Practice Trials, and Motor Skill Performance in Physical Education

2020 ◽  
pp. 1-7
Author(s):  
Mingda Li ◽  
Weidong Li ◽  
Junyoung Kim ◽  
Ping Xiang ◽  
Fei Xin ◽  
...  
Keyword(s):  
Physical Education ◽  
Conceptual Model ◽  
Motor Development ◽  
Motor Skill ◽  
Self Efficacy ◽  
Future Research ◽  
Process Variables ◽  
Skill Performance ◽  
Practice Trials ◽  
Motor Skill Competence

Self-efficacy theory assumes that students’ efficacy beliefs affect their performance through process variables, including behavior, cognition, and affection. The purpose of this study was to utilize self-efficacy theory as a theoretical framework to propose a conceptual model of a mediating relationship among perceived motor skill competence, successful practice trials, and motor skill performance in physical education. In addition, the authors reviewed the literature to provide evidence to support the potential mediating relationship by following the steps recommended by Baron and Kenny. This paper is significant because the authors integrated the literature of motor development/learning and physical education pedagogy to propose a conceptual model where successful practice trials would act as a behavioral mediator through which perceived motor skill competence affects students’ motor skill performance. This conceptual model can guide future research to identify students’ behaviors affecting their skill development, thus helping teachers develop pedagogies to improve motor skill performance in physical education.

Teaching across the Curriculum: Language-Enriched Physical Education for Preschool Children

1996 ◽  
Vol 13 (3) ◽  
pp. 302-315 ◽  
Author(s):  
Fiona J. Connor-Kuntz ◽  
Gail M. Dummer
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Physical Education ◽  
Head Start ◽  
Motor Skill ◽  
Physical Activity Intervention ◽  
Language Skills ◽  
Language Instruction ◽  
Instructional Time ◽  
Skill Performance

Children age 4 to 6 years from special education (n = 26), Head Start (n = 35), and typical preschool classes (n = 11) were assigned to a physical activity intervention or a language-enriched physical activity intervention. Language and motor skill performances were measured before, immediately following, and 3 months following the 24-session, 8-week intervention. Results illustrated that language instruction can be added to physical education lessons without requiring additional instructional time and, more importantly, without compromising improvement in motor skill performance. Further, preschool children exposed to language-enriched physical education improved their language skills regardless of whether their educational progress was characterized by a cognitive and/or language delay. Thus, physical activity appears to be an effective environment in which to enhance the cognitive development of preschool children of all abilities.

scholarly journals The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge

2020 ◽  
Vol 39 (3) ◽  
pp. 374-383
Author(s):  
Jan-Erik Romar ◽  
Magnus Ferry
Keyword(s):  
Physical Education ◽  
Data Collection ◽  
Instructional Strategies ◽  
Teacher Educators ◽  
Practical Knowledge ◽  
Learning Processes ◽  
Learning Activities ◽  
Methods Course ◽  
Classroom Teachers ◽  
Written Text

Purpose: This study was framed with an explorative approach in which preservice classroom teachers (PCTs) participated in physical education learning activities. The purpose was to investigate the construction of their practical knowledge. Methods: Data collection was integrated into a methods course and included a written text assignment in which 28 PCTs described significant didactical milestones (practical knowledge) that will guide their future teaching in physical education. The qualitative analysis of the didactical milestones involved identifying the content of and arguments for their milestones and categorizing them based on common themes and categories. Results: The results showed that the content of the PCTs’ practical knowledge was mainly pedagogical and focused most often on instructional strategies; the reasons were related to students and their learning processes. Conclusion: By exploring and understanding PCTs’ learning of practical knowledge, teacher educators can help to bridge the gap between theory at university and the practice of teaching.

scholarly journals Viabilidade do planeamento por etapas: visão dos estudantes-estagiários

2020 ◽  
Vol 6 (1) ◽  
pp. 62-67
Author(s):  
João Andrade ◽  
André Cruz ◽  
Daniel Patrício ◽  
Raquel Correia ◽  
Adilson Marques
Keyword(s):  
Physical Education ◽  
Focus Group ◽  
Data Collection ◽  
Learning Processes ◽  
Planning Model ◽  
Teaching Process ◽  
Education Planning ◽  
Indispensable Tool ◽  
Teaching Learning ◽  
Model Structures

Planning is a part of teaching-learning processes influencing its effectiveness. The accomplishment of this task is often difficult by the innumerable variants that the practical context of teaching presents. For this reason, it undergoes through several changes during its application. The model of physical education planning recommended in Portugal and defined by the PNEF (guiding document), is the step-by-step planning. This planning model structures the learning throughout the year, in logic of progression and monitoring the student’s development. There is no evidence to support this type of planning to be more effective compared to any other. As an indispensable tool for the teacher, it is important to find out if this type of planning is feasible, meeting the objectives that it proposes. Therefore, the purpose of this document was to investigate the perception of pre-service teachers about the viability of the step-by-step planning in the teaching process of physical education. As a method of data collection, a focus group was formed constituted by four pre-service teachers. The pre-service teachers concluded that this planning model is viable, admitting that its feasibility is dependent on certain factors.

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