Effect of Self-Management on Preservice Teachers’ Performance during a Field Experience in Physical Education

1990 ◽  
Vol 9 (4) ◽  
pp. 307-323 ◽  
Author(s):  
Eitan Eldar
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Field Experience ◽  
Management Program ◽  
Self Management ◽  
Academic Learning ◽  
Observation System ◽  
Management Skills ◽  
Baseline Design ◽  
Trained Observers

The effects of a self-management program on preservice teachers’ performance were examined. Intervention included a self-instructional module for self-management as well as practice for implementing self-management in teaching. During a field experience in physical education, pupil behaviors in the classes of four subjects were coded by trained observers using the Academic Learning Time-Physical Education Observation System (ALT-PE). Each teacher’s verbal behavior was audiotaped and coded using the event recording method. The influence of the cooperating teacher and the supervisor was controlled in order to assess self-management efficacy. Results indicated that teachers can acquire self-management skills as they do other teaching skills during their preservice education. A multiple-baseline design across behaviors and a reversal design showed that all subjects changed their teaching behaviors effectively and met the field experience criteria.

The Impact of Planning on Inclass Interactive Behaviors of Preservice Teachers

1987 ◽  
Vol 6 (2) ◽  
pp. 136-148 ◽  
Author(s):  
Bernadette M. Twardy ◽  
Beverly J. Yerg
Keyword(s):  
Preservice Teachers ◽  
Teacher Behavior ◽  
Self Report ◽  
Performance Measurement System ◽  
Academic Learning ◽  
Observation System ◽  
Teacher Planning ◽  
Planning Phase ◽  
Trained Observers ◽  
The Impact

This study explored the relationships between teacher planning behaviors and the inclass behaviors of teachers and learners in a 30-min lesson on the volleyball spike. All 30 teacher subjects progressed through three consecutive stages: 30-min planning phase, 30-min instructional phase, and a brief self-report phase. During the planning session, subjects were instructed to plan their lesson by utilizing the talk aloud technique. Planning data were coded through the use of planning indicators obtained from the Florida Performance Measurement System. Immediately after the planning phase each subject implemented his or her lesson. Teacher and learner behavior was live-coded by three trained observers using Birdwell’s Academic Learning Time-Physical Education-Teacher Behavior Observation System (ALT-PE-TB). Frequencies of teacher planning behavior were compared with the frequencies of inclass teaching behavior and learner behavior. The results indicated that significant relationships did exist between certain planning behaviors and the inclass behavior of teachers and learners.

Helping Preservice Teachers Learn to Negotiate Sociopolitical Relationships Through a Physical Education Teacher Education Outdoor Education Experience

2019 ◽  
Vol 38 (4) ◽  
pp. 296-304 ◽  
Author(s):  
Jenn M. Jacobs ◽  
K. Andrew R. Richards ◽  
Zach Wahl-Alexander ◽  
James D. Ressler
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Outdoor Education ◽  
Field Experience ◽  
Physical Education Teacher ◽  
Descriptive Case Study ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Education Experience

Physical education teacher education programs are tasked with preparing students for a teaching career in a field that possesses inherent challenges. Purpose: The current study, designed as a descriptive case study, examined how an outdoor education field experience can facilitate important learning for preservice teachers about navigating sociopolitical relationships among colleagues and the greater school community. Method: Interviews were conducted with 13 preservice physical educators and the course instructor, in addition to field observations. Results: An outdoor education experience that includes opportunities to interface with and reflect on working with various stakeholders can help preservice teachers learn to navigate sociopolitics and persist through challenges. Discussion/Conclusion: Despite challenges, the nontraditional and intensive nature of the field experience, as well as the positive relationships developed with students, compelled the preservice teachers to find effective ways to collaborate and manage teaching roles.

Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19

2021 ◽  
Vol 19 (3) ◽  
pp. 14-32
Author(s):  
Zeina Hojeij ◽  
Sandra Baroudi
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
United Arab Emirates ◽  
Field Experience ◽  
Teaching Experience ◽  
Delivery Mode ◽  
Management Skills ◽  
Online Delivery ◽  
Face To Face ◽  
Virtual Field

Due to the COVID-19 pandemic, universities have moved rapidly to transition of various courses and programs from face-to-face to online delivery mode. Involving pre-service teachers in the virtual field experience remained almost impossible. In the United Arab Emirates, however, a small cohort of four pre-service teachers have completed their teaching practicum online for the first time. Therefore, this study aimed to explore the effectiveness of virtual practicum placement and its impact on developing preservice teachers' teaching practices, classroom management skills, and the use of online resources. A qualitative approach was employed for data collection including open-ended interviews, journal entries, and written reflections under guided reflective categories to uncover participants' perceptions about their virtual teaching experience. Findings revealed the significant role of the mentor and suggested a framework for effective virtual field experience.

The Application of a Self-Management Program on Instruction-Following Skills

1989 ◽  
Vol 14 (2) ◽  
pp. 147-154 ◽  
Author(s):  
Martin Agran ◽  
Julie Fodor-Davis ◽  
Stephen Moore ◽  
Marlene Deer
Keyword(s):  
Intellectual Disabilities ◽  
Training Program ◽  
Task Performance ◽  
Skills Training ◽  
Management Program ◽  
Multiple Baseline ◽  
Self Management ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Verbal Prompts

The effects of a multicomponent self-management program on the instruction-following behaviors of five students with moderate to severe intellectual disabilities are investigated in a vocational skills training program that included self-generated verbal prompts, picture cues, double instructions, and reinforcement. Training components for individual participants were added as needed to facilitate task performance. The percentage of appropriate responses to both trained and untrained instructions was evaluated within a multiple baseline design. Results demonstrated that training was effective in teaching the students to respond appropriately to instructions. Furthermore, the findings suggested that the students learned to respond to novel instructions. Suggestions for using flexible self-management programs, in which training components are established as effective for individual participants, are discussed.

Physical Activity for Everyone: What Every Physical Educator Should Know about Promoting Lifelong Physical Activity

2002 ◽  
Vol 21 (2) ◽  
pp. 128-144 ◽  
Author(s):  
Charles B. Corbin
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Scientific Evidence ◽  
Self Esteem ◽  
Self Management ◽  
Active Living ◽  
Management Skills ◽  
Physical Educator ◽  
Common Misconceptions

In recent years evidence has accumulated to document the importance of physical activity to lifelong health and fitness. This paper is based on the assumption that a primary goal of physical education is to promote lifetime physical activity. Common misconceptions are described and alternatives for change are proposed: (a) recognizing the unique physical activity needs of youth; (b) promoting opportunities for girls; (c) changing our focus from fitness to physical activity; (d) promoting self-esteem and feelings of competence among youth; (e) narrowing the scope of our objectives; and (f) emphasizing self-management skills in high school to help youth adopt active living as adults. The suggestions are based on scientific evidence and the author’s own experience.

ALT-PE Versions I and II: Evolution of a Student-Centered Observation System in Physical Education

1985 ◽  
Vol 4 (2) ◽  
pp. 134-142
Author(s):  
Frank Rife ◽  
Shirley Shute ◽  
Patt Dodds
Keyword(s):  
Physical Education ◽  
Research Question ◽  
Academic Learning ◽  
Observation System ◽  
Opportunities To Learn ◽  
Student Centered ◽  
Learning Time ◽  
Similar Information ◽  
Observation Instruments ◽  
Short Time

Although many observation instruments have been developed in physical education, few have enjoyed such widespread use in such a short time as the Academic Learning Time in Physical Education (ALT-PE) model. Not only has this observation system been used in a variety of research settings, but it has undergone an evolution in concept and coding categories. What does this do to the conceptual underpinnings of this observation system? Will the newer version yield similar or different kinds of information? This article attempts to answer such questions by comparing the two versions on the same set of videotaped physical education classes. Results demonstrate that versions I and II both provide similar information about students’ opportunities to learn physical education skills, yet each system has some advantages over the other. Either version can be a useful and appropriate research tool depending on the research question(s) being asked.

Developing Preservice Teachers’ Adaptive Competence Using Repeated Rehearsals, Opportunities to Reflect, and Lesson Plan Modifications

2021 ◽  
pp. 1-9
Author(s):  
Xiuye Xie ◽  
Phillip Ward ◽  
Won Seok Chey ◽  
Leslie Dillon ◽  
Scott Trainer ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teacher Education Program ◽  
Lesson Plan ◽  
Descriptive Analysis ◽  
Lesson Planning ◽  
Methods Course ◽  
Management Skills ◽  
Physical Education Teacher Education ◽  
Core Practices

Purpose: The purpose of this study was to examine how preservice teachers (PSTs) developed their adaptive competence in lesson planning through repeated rehearsals and reflections in an online learning environment. Methods: A case study design utilizing descriptive analysis was used to analyze data collected from a series of lesson plan iterations made by nine PSTs in a physical education teacher education program. All participants attended one online introductory methods course, which consisted of a synchronous lecture and laboratory components to learn fundamental instruction and management skills in teaching physical education. Findings: PSTs made positive adaptations in five core practices in their lesson plan iterations. However, the frequency of adaptations in each core practice varied in different lesson components. The findings suggest that the complexity of content being taught and opportunities embedded in each lesson component may influence how adaptations were made in lesson plans. Conclusions: Repeated rehearsals and reflections can facilitate PSTs’ development of adaptations in lesson planning in an online environment. However, learning environments may prevent PSTs from adapting certain core practices.

The Influence of School Principals on Management Time and Student Activity Time for Two Elementary Physical Education Teachers

1986 ◽  
Vol 5 (2) ◽  
pp. 117-125 ◽  
Author(s):  
Tom Ratliffe
Keyword(s):  
Physical Education ◽  
Time Management ◽  
Behavioral Interventions ◽  
School Principals ◽  
Academic Learning ◽  
Observation System ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Activity Time ◽  
Student Activity

The study investigated the effects of behavioral interventions conducted by two school principals on selected teaching behaviors of physical education teachers. Subjects were two physical education teachers and two elementary school principals. The interventions consisted of (a) the principals conducting a standard observation and sharing session with the teacher, (b) the principals conducting an observation and sharing session after learning an observation system by viewing an instructional videotape, and (c) the teachers viewing the instructional videotape and learning the observation system. The dependent variables were student activity time, management time, and teacher feedback. Teacher behaviors were recorded using the Academic Learning Time-Physical Education (ALT-PE) 1982 Revision Coding Instrument (Siedentop, Tousignant, & Parker, 1982) and audiotape recordings. Visual inspection and comparison of the mean percentages during each phase indicated that activity time and management time did not change after the principals conducted their standard observation procedures. An increase in student activity time and a decrease in management time did occur after the second and third intervention procedures. The combined effect of the interventions was to lower management time and increase student activity time for both teachers.

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