Effects of Holding Students Accountable for Social Behaviors during Volleyball Games in Elementary Physical Education

1998 ◽  
Vol 17 (2) ◽  
pp. 143-156 ◽  
Author(s):  
Craig A. Patrick ◽  
Phillip Ward ◽  
Darrell W. Crouch
Keyword(s):  
Physical Education ◽  
Unit Activity ◽  
Social Behaviors ◽  
Multiple Baseline ◽  
Good Behavior Game ◽  
Baseline Design ◽  
Public Posting ◽  
Elementary Physical Education ◽  
Task Systems ◽  
Appropriate Social Behaviors

This study investigated the effects of a semiformal accountability intervention (a modified version of the good behavior game) on the occurrence of appropriate and inappropriate social behaviors, and appropriate skill attempts during a 20-lesson volleyball unit. Participants were 67 students in Grades 4, 5, and 6. Following the collection of baseline data, students received intervention consisting of (a) differential awarding and removing of points for appropriate and inappropriate behavior, (b) public posting of team points, (c) the establishment of daily criteria, (d) a special activity for teams that met the criteria, and (e) an end-of-unit activity for teams that consistently met the criteria. A multiple baseline design across students showed that the intervention was effective in reducing inappropriate social behaviors and increasing appropriate social behaviors, but did not affect the number of correct volleyball skills performed. Results are discussed relative to task systems and social skills.

scholarly journals Effects of Intervention on Differential Treatment of Boys and Girls in Elementary Physical Education Lessons

1986 ◽  
Vol 5 (3) ◽  
pp. 166-175 ◽  
Author(s):  
Raymond R. Dunbar ◽  
Mary M. O’Sullivan
Keyword(s):  
Physical Education ◽  
Elementary Teachers ◽  
Corrective Feedback ◽  
Multiple Baseline ◽  
Interaction Patterns ◽  
Teacher Interaction ◽  
Intervention Package ◽  
Baseline Design ◽  
Elementary Physical Education

This study examined the effects of verbal and graphic feedback on the distribution of teacher verbal behaviors (positive and corrective feedback, praise, desist, and questioning) and the teacher’s use of student demonstrators during elementary coeducation physical education lessons. Data were collected over a 3-month period on two female nonphysical education specialist elementary teachers. A multiple baseline design was used to show the efficacy of the treatment. The results indicated that in baseline both teachers interacted with boys and girls inequitably on all variables. The intervention package and daily follow-up were influential in establishing more equitable teacher interaction patterns with boys and girls. The teachers’ use of demonstrators was also distributed more equitably between boys and girls following the intervention.

Effects of Daily and Reduced Frequency Implementation of the Good Behavior Game in Kindergarten Classrooms

2019 ◽  
Vol 44 (4) ◽  
pp. 471-495 ◽  
Author(s):  
Kamila Dadakhodjaeva ◽  
Keith C. Radley ◽  
Daniel H. Tingstrom ◽  
Brad A. Dufrene ◽  
Evan H. Dart
Keyword(s):  
Student Behavior ◽  
Age Groups ◽  
Multiple Baseline ◽  
Good Behavior Game ◽  
Frequency Data ◽  
Baseline Design ◽  
Reduced Frequency ◽  
Wide Range ◽  
Effective Group ◽  
Frequency Phase

An effective group contingency, the Good Behavior Game (GBG), has been implemented successfully with a wide range of age groups. However, improvements in student behavior are often not observed when the GBG is abruptly terminated, and research has yet to evaluate the effects of the GBG when the frequency of implementation is reduced. The purpose of the current study was to evaluate the effect of the GBG, implemented daily initially then on a less frequent schedule. The study utilized a multiple baseline design across three kindergarten classrooms to evaluate the effectiveness and maintenance of the GBG at reducing classwide and target student disruptive behavior (DB) and increasing classwide and target student academic engagement. Reduced Frequency data were collected while withholding implementation of the GBG. The results indicate that the GBG was highly effective in improving classwide behavior, which was maintained throughout the final Reduced Frequency phase in which the GBG was reduced in frequency, and moderately effective in improving target student behavior during both phases.

Differential Effects of Peer-Mediated Accountability on Task Accomplishment in Elementary Physical Education

1998 ◽  
Vol 17 (4) ◽  
pp. 442-452 ◽  
Author(s):  
Phillip Ward ◽  
Shannon L. Smith ◽  
Kemal Makasci ◽  
Darrell W. Crouch
Keyword(s):  
Elementary School Students ◽  
Female Students ◽  
Multiple Baseline ◽  
Effective Strategy ◽  
School Students ◽  
Male And Female ◽  
Baseline Design ◽  
Opportunities To Respond ◽  
Elementary Physical Education ◽  
Task Accomplishment

The purpose of this study was to examine the effects of peer-mediated accountability (PMA) on average male and female students and low skilled female students during the performance of the lay-up in basketball. A multiple baseline design was used to assess the effects of PMA on the number of trials performed and the percentage of correct trials. Participants were 9 elementary school students in Grades 4 and 5. Peer-mediated accountability was effective in increasing the opportunities to respond for both average and low skilled students but did not change the percentage of correct performances by the students. These results support previous findings that suggest that, though PMA is an effective strategy to promote opportunities to respond, it is an inappropriate strategy to use when students cannot perform the skill. An analysis of the data also revealed that the lower skilled students performed a similar number of trials as their counterparts.

The Effects of Audio-Cueing on Selected Teaching Behaviors of an Experienced Elementary Physical Education Specialist

1988 ◽  
Vol 8 (1) ◽  
pp. 64-72 ◽  
Author(s):  
Hans van der Mars
Keyword(s):  
Statistical Analysis ◽  
Visual Analysis ◽  
Positive Behavior ◽  
Multiple Baseline ◽  
Test Results ◽  
Teaching Behaviors ◽  
Baseline Design ◽  
Target Behaviors ◽  
Elementary Physical Education ◽  
Experienced Male

Audio-cueing was used as the intervention to increase an experienced male physical educator’s use of verbal positive behavior feedback and specific positive skill feedback. The intervention was introduced by using a multiple baseline design across behaviors, with percent of management time as a concurrent baseline. Visual analysis of graphs showed the effectiveness of the intervention. Across both target behaviors, audio-cueing produced immediate and substantial changes as evidenced by changes in level and the absence of data overlap. Subsequent statistical analysis was possible in light of the absence of serial dependency in the data. T-test results supported the findings established through visual analysis. For both target behaviors, differences between baseline and intervention data were statistically significant (p<.01).

Effects of Classwide Peer Tutoring on Correct Performance of Striking Skills in 3rd Grade Physical Education

2001 ◽  
Vol 20 (3) ◽  
pp. 247-263 ◽  
Author(s):  
Melissa Johnson ◽  
Phillip Ward
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Peer Tutoring ◽  
Multiple Baseline ◽  
Third Grade ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Classwide Peer Tutoring ◽  
Correct Performance ◽  
Traditional Approaches

Traditional approaches to instruction in physical education have focused on the teacher to provide feedback and assess student learning. In contrast, classwide peer tutoring in physical education (CWPT-PE) uses peers to help provide feedback and assessment. A multiple baseline design across participants was used to assess the effects of CWPT-PE on (a) number of total trials, (b) number and percentage of correct trials, and (c) teacher’s organization of lesson time. Also assessed was the extent to which students could accurately discriminate each other’s performance. Participants were 11 children in third grade who participated in a 20-lesson striking unit. Results show that during the intervention the children performed fewer total trials, generally more correct trials, and had a higher percentage of correct trials than during baseline. Moreover, the CWPT-PE intervention was similarly effective for lower and higher skilled girls. The teacher’s organization of lesson time remained mostly unaffected by the intervention. Finally, students accurately determined each other’s performance more than 90% of the time.

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 Effects of Peer-Mediated Accountability on Task Accomplishment during Volleyball Drills in Elementary Physical Education

1997 ◽  
Vol 17 (1) ◽  
pp. 26-39 ◽  
Author(s):  
Darrell W. Crouch ◽  
Phillip Ward ◽  
Craig A. Patrick
Keyword(s):  
Physical Education ◽  
Student Performance ◽  
Elementary School Students ◽  
Group Instruction ◽  
School Students ◽  
Public Posting ◽  
Elementary Physical Education ◽  
Public Recognition ◽  
Task Accomplishment ◽  
Withdrawal Design

In this study, three variations of a withdrawal design were used to assess the effects that group instruction, peer-dyads, and peer-mediated accountability had on the number of trials performed, and how successful those trials were, during one-minute trials of volleyball skills. Peer-mediated accountability consisted of teacher-established goals, peer recording of performance, public posting of student performance, and special content-related activities that served as public recognition of achievement. Participants were 67 elementary school students in grades 4 through 6. Results indicated that students performed more trials and were generally more successful in the peer-mediated accountability condition than during either the peer-dyads or group instruction. Findings are discussed in terms of the contingent relation between tasks and consequences created by the peer-mediated accountability variable.

Effects of Public Posting on Inappropriate On-Court Behaviors by Collegiate Tennis Players

1998 ◽  
Vol 12 (4) ◽  
pp. 419-426 ◽  
Author(s):  
Zarina J. Galvan ◽  
Phillip Ward
Keyword(s):  
Goal Setting ◽  
Verbal Abuse ◽  
Multiple Baseline ◽  
Single Subject ◽  
Social Validation ◽  
Second Phase ◽  
Baseline Design ◽  
Tennis Players ◽  
Inappropriate Behaviors ◽  
Public Posting

A single-subject multiple baseline design across five players was used to assess the effectiveness of public posting in reducing inappropriate on-court behaviors (e.g., verbal abuse by a player during a match). Players were observed throughout the season during weekly challenge matches. The first intervention phase involved initial feedback on inappropriate behaviors and an explanation of the intervention procedures and goal setting. In the second phase, the number of inappropriate behaviors for each player was posted. Results indicated that intervention was effective in immediately reducing the number of inappropriate on-court behaviors for all players. Social validation questionnaires given to players and coaches revealed that the goals, procedures, and outcomes of the intervention were very acceptable.

Peer Tutors’ Effects on Activity Levels of Deaf Students in Inclusive Elementary Physical Education

2000 ◽  
Vol 17 (1) ◽  
pp. 20-39 ◽  
Author(s):  
Lauren J. Lieberman ◽  
John M. Dunn ◽  
Hans Van der Mars ◽  
Jeff McCubbin
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Single Subject ◽  
Activity Levels ◽  
Peer Tutors ◽  
Deaf Students ◽  
Baseline Design ◽  
Elementary Physical Education ◽  
And Gender

The purpose of this study was to analyze the effect of trained peer tutors on the physical activity levels of deaf students1 in inclusive elementary physical education classes. A single subject delayed multiple baseline design across 8 deaf participants (4 boys and 4 girls) ages 10 to 12 was used. Eight typically developing, trained peers of the same age and gender served as peer tutors following training in use of sign language and basic teaching strategies. The dependent variable was moderate to vigorous physical activity (MVPA) determined by McKenzie, Sallis and Nader’s (1991) System for Observing Fitness Instruction Time (SOFIT). The study included 3–4 sessions of baseline, 11–14 sessions of intervention, and 1–3 sessions of maintenance. Results revealed that after the introduction of peer tutoring, deaf students increased their MVPA from to 22% to 41.5%, and peer tutors increased their MVPA from 19% to 37.9%.

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