Showing papers in "Journal of Teaching in Physical Education in 1997"
TL;DR: In this article, an assessment procedure based on the observation of players' actions during matches yielded two performance indices: the efficiency index and the volume of play, and a general nomogram is suggested for use with various team sports in order to produce a single performance score combining both indices.
Abstract: The purpose of this paper is to discuss a procedure to assess individual performance in team sports in contexts of preassessment and formative assessment. An authentic assessment procedure based on the observation of players’ actions during matches yielded two performance indices: the efficiency index and the volume of play. A general nomogram is suggested for use with various team sports in order to produce a single performance score combining both indices. Content validity, concurrent validity (.74), and ecological validity are discussed. The interobserver reliability (>.90) of the data and the stability of performance (.88) are also examined. Some conditions are discussed for integrating the assessment procedure to the teaching-learning process with an active participation of the students in the collection and interpretation of the data. The proposed procedure is strictly game oriented and yields information reflecting both motor and tactical skills.
251 citations
227 citations
TL;DR: This article examined student participation in sport education from the perspective of those students' social agenda using a combination of fieldnotes, interview, and videotape data and found that the student social system often conflicts with the teacher's agenda.
Abstract: This paper examines student participation in units of sport education from the perspective of those students’ social agenda. Using a combination of fieldnotes, interview, and videotape data, four major themes emerged: (a) a change in the way students socialized during class (with a particular emphasis on the development of teamwork and cooperation), (b) a change in the opportunities for personal and social development (including leadership skills and cooperation), (c) a change in the nature of competition (where winning became more important and led to greater student effort), and (d) a change in how students viewed their learning within their physical education class. While in regular physical education contexts, the student social system often conflicts with the teacher’s agenda, in this study, data suggested that because students were placed in both instructional and managerial leadership roles, these typically teacher-driven task systems became an integral part of the student social system.
183 citations
TL;DR: This article investigated gender differences in children's physical activity levels during physical education (PE) classes and unstructured recess periods and found that boys were significantly more active than girls during recess, t(89) = 3.27, p =.002.
Abstract: Boys are typically more physically active than girls, but schools have the potential to promote health-related physical activity for all children. This study investigated gender differences in children’s physical activity levels during physical education (PE) classes and unstructured recess periods. The activity levels of 91 fifth-grade children were assessed by accelerometer (Caltrac) on 3 days. Results indicated that children’s activity levels were low to moderately stable from day to day in both environments. Boys and girls had similar activity levels during PE, t(89) = 1.49, p = .140, but boys were significantly more active than girls during recess, t(89) = 3.27, p = .002. Girls were significantly more active during PE than they were at recess, t(51) = 2.08, p = .043. The results suggest that structured PE classes may provide similar amounts of physical activity for both genders.
159 citations
TL;DR: In this article, the authors examined situational and personal contextual factors that teachers and students reported as enhancing or minimizing student engagement in urban high school physical education classes and found that some students found some tasks to be embarrassing, boring, and irrelevant.
Abstract: The purpose of this study was to examine situational and personal contextual
factors that teachers and students reported as enhancing or minimizing student
engagement in urban high school physical education classes. In this ethnographic
study, 21 physical education teachers and their students in six high
schools were observed, and all teachers at six schools and 51 students at five
schools were interviewed to examine their perspectives on physical education.
Data were analyzed using constant comparison. Findings suggested that
students found some tasks to be embarrassing, boring, and irrelevant. Some
students preferred to receive a failing grade rather than participate. All participants
reported a sense of fear and alienation in the school or class environments.
Students, however, described several teachers who created contexts of
engagement in these schools. These teachers connected personally with students
and worked to provide an innovative curriculum that students felt was
relevant and worthwhile.
101 citations
TL;DR: The authors presented a model of student thinking and behavior that depicts students as active participants in the classroom who affect classroom events as much as they are affected by them, and found that students' entry characteristics and their initial beliefs, attitudes, and values concerning school and physical education are influenced by the students' social and cultural landscape.
Abstract: This paper presents a model of student thinking and behavior that depicts students as active participants in the classroom who affect classroom events as much as they are affected by them. Research evidence suggests students’ entry characteristics and their initial beliefs, attitudes, and values concerning school and physical education are influenced by the students’ social and cultural landscape. These variables shape students’ thoughts about what physical education is or should be, what their roles as students should be, how they should approach the content offered, and what their chances of success might be. Although student attributes and beliefs help shape initial acceptance of and interactions with the content and processes of instruction, there are things teachers can do to enhance the quality of students’ learning. The environment can influence student perceptions by promoting challenge, emphasizing mastery, and offering opportunities to engage in tasks that are meaningful and valued.
91 citations
TL;DR: The role and function of teachers' reflection as it "is" rather than as "ought" to be was discussed in this article, where four experienced elementary and secondary physical education teachers from urban and suburban school districts were collected through observations, interviews, and journals.
Abstract: This study was motivated by the need to understand the role and function of teachers’ reflection as it “is” rather than as it “ought” to be. The focus of the study was to describe teachers’ reflection within the teaching and learning environment, as well as the role of reflection in their professional development. Participants were four experienced elementary and secondary physical education teachers from urban and suburban school districts. Data were collected through observations, interviews, and journals. Case analysis and crosscase analysis were employed in analyzing the data. Findings indicated that the participants’ microreflection, the type of reflection that informs teachers’ day-to-day practices, addressed pedagogical, content, ethical, moral, and social issues. Their reflections were situationally driven and contextually bound. Macroreflection, the type of reflection that informs teachers’ practices over time, influenced changes in the teachers’ classroom practice and professional development.
84 citations
TL;DR: This paper performed an exhaustive search to identify, categorize, and analyze published research on teaching in physical education (RT-PE) and found that most RT-PE focused on teacher effectiveness and was quantitative.
Abstract: The purpose of this study was to identify, categorize, and analyze published research on teaching in physical education. (RT-PE). An exhaustive search was performed to identify RT-PE since 1980. Over 2,700 papers were reviewed, and 179 met the criteria for inclusion in the study. Each paper was categorized to obtain detailed information on focus, design, and publication outlet. The results indicated that most RT-PE focused on teacher effectiveness and was quantitative. While much of the research met the minimum demands of good research in the area, some research clearly could be improved. In addition, the Journal of Teaching Physical Education was the major outlet for the research and various other trends were found about publication outlets.
83 citations
TL;DR: In this article, a case study describes five norms of the school culture that facilitated a teacher's adoption and learning of a constructivist approach to physical education, including teacher learning, teacher participatory power and responsibility, continual school improvement, and the tendency "to feel that we can do anything".
Abstract: This interpretive case study describes five norms of the school culture that facilitated a teacher’s (the second author) adoption and learning of a constructivist approach to physical education. The second author used a movement approach initially based on Every Child a Winner. The first author conducted field observations at the elementary school across 3 years and formal interviews and numerous informal interviews each day of field work with teachers, principals, staff, and children. The five norms or set of norms were (a) the set of norms defining the school philosophy, (b) teacher learning, (c) teacher participatory power and responsibility, (d) continual school improvement, and (e) the tendency “to feel that we can do anything.” The paper describes how the norms influenced the physical educator and the physical educators’ role in creating and maintaining the norms.
59 citations
TL;DR: The authors compared 10 experienced high school and 10 inexperienced junior high and middle school basketball coaches as they executed a 30-minute practice session on the "give and go" play in basketball.
Abstract: This study compared 10 experienced high school and 10 inexperienced junior high and middle school basketball coaches as they executed a 30-minute practice session on the “give and go” play in basketball The coaches were given 30 minutes to plan a practice session Following planning, coaches implemented their practice plan Analysis of coaches’ behavior and interactive decision making indicated that experienced coaches exhibited significantly more technical instruction, whereas inexperienced coaches exhibited significantly higher frequencies of silent observation With regard to interactive decision making, results indicated that both experienced and inexperienced coaches implemented practice in ways consistent with their plans Experienced coaches, however, were significantly more reluctant to change their plans when problems were perceived Despite these differences, experienced and inexperienced coaches exhibited greater similarities than differences Limitations of research based on the behavioral an
56 citations
TL;DR: In this paper, the authors examined the effectiveness of social learning or structural developmental teaching strategies on the moral development of elementary-age students, using self-report measures assessed moral judgment, reason, and intention; teachers rated prosocial behavior.
Abstract: This study examined the effectiveness of social learning (SL) or structural developmental (SD) teaching strategies on the moral development of elementary-age students. Participants were 204 physical education students in Grades 4,5, and 6; three classrooms in each grade were randomly assigned to control, SL, or SD groups. Self-report measures assessed moral judgment, reason, and intention; teachers rated prosocial behavior. By mid- and postintervention class-level analyses, the SL and SD groups scored significantly higher than the control on moral judgment and/or intention; by postintervention, the SD group was significantly higher on moral reason. Mid- and postintervention student-level analyses showed that the SL and SD groups scored significantly higher on moral judgment, intention, and behavior; the SD group was significantly higher on moral reason. These results provide support for the effectiveness of both social learning and structural-developmental teaching strategies on the moral development of c...
TL;DR: In this paper, the authors examined developmental differences in children's evaluation of their physical competence within the physical education lesson and found that children's accuracy in evaluating their own competence increases with age.
Abstract: The primary aim of this study was to examine developmental differences in children's evaluation of their physical competence within the physical education lesson. Participants (N = 160) from two groups in secondary school (Year 7 and Year 10) completed two questionnaires that measured their levels of perceived competence and the criteria used to assess competence. The actual level of a participant’s physical competence was ascertained through teacher evaluation. Univariate and multivariate analyses of data disclosed three main findings. First, children’s accuracy in evaluating their own competence increases with age. Second, the sources of information children use to judge their ability is also age-dependent. Gender differences also emerged, indicating that overall males exhibited a greater preference for game outcome/ease of learning new skills as criteria to judge their competence. Third, the information sources children use in competency judgments was directly linked to the accuracy of these judgments.
TL;DR: In this article, the authors assess the physical activity levels of schoolchildren during physical education lessons, using heart rate telemetry, and find that those lessons that achieved a heart rate (HR) of ≥ 150 bpm for 20 minutes or 50% of the lesson time were deemed sufficiently active to promote cardiorespiratory fitness.
Abstract: The purpose of this study was to assess the physical activity levels of schoolchildren during physical education lessons, using heart rate telemetry. Girls (n = 108) and boys (n = 69), age 9 to 15 years, were assessed over 66 physical education lessons. Lessons that achieved a heart rate (HR) of ≥ 150 bpm for 20 minutes or 50% of lesson time were deemed sufficiently active to promote cardiorespiratory fitness. Netball, 11- to 12-year-old girls’ gymnastics, and soccer lessons achieved the HR ≥ 150 level for over 50% of lesson time. A Sex × Age × Lesson Activity ANOVA indicated significant overall interaction for sex, age, and lesson activity for the percentage of lesson time spent in HR ≥ 150. Significant differences between age groups and lesson activities were evident. Invasion games seem more likely to attain MVPA goals than are dance, track and field, fitness, or gymnastics lessons.
TL;DR: In this paper, a case study tells the story of an in-service elementary physical education teacher who made a large-scale change from an activities approach to a movement approach based on "Every Child a Winner" (Rockett & Owens, 1977).
Abstract: This case study tells the story of an in-service elementary physical education teacher, who made a large-scale change from an activities approach to a movement approach based, initially, on “Every Child a Winner” (Rockett & Owens, 1977). Five psychological dispositions facilitated the development of the teacher’s knowledge: (a) the disposition to understand the approach accurately and deeply and to do the job right, (b) the disposition to accept that the approach was difficult to learn and to persist in seeking clarification, (c) the disposition to justify and develop a practice in keeping with a sound educational philosophy and theoretical foundations, (d) the disposition toward change and to learn and implement new ideas, and (e) the disposition to suspend judgment of new ideas. Dispositions can be important aspects of teacher thinking and can help to explain successful knowledge development and teacher change.
TL;DR: In this article, a study was conducted to determine the relationship between the Qualitative Measures of Teaching Performance Scale (QMTPS; Rink & Werner, 1989) and teacher effectiveness in producing student achievement.
Abstract: 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.
TL;DR: The authors conducted recall interviews following a 14-lesson volleyball unit with 8 sixth-grade students and their physical education teacher and found little congruency between student and teacher perspectives of task difficulty or perceptions of student performance and effort.
Abstract: The purpose of this study was to directly compare teacher and student expectations for task difficulty and performance, perceptions of actual task difficulty, perceptions of student performance and effort, and perceptions of teacher feedback. Stimulated recall interviews following a 14-lesson volleyball unit were conducted with 8 sixth-grade students and their physical education teacher. The results revealed little congruency between student and teacher perspectives of task difficulty or perceptions of student performance and effort. The students and the teacher agreed the most on expected performance level and the least on perceptions of effort. Such differences in perspectives may be partially explained by the sources of information used by the teacher and students to form their expectations and perceptions. There was somewhat higher agreement between the teacher and students on the purpose of and affective reactions to skill-related feedback.
TL;DR: In this article, 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.
Abstract: 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.
TL;DR: Service-bonded inquiry as mentioned in this paper is a new approach to doing research in schools and other community settings that allows researchers to expand the boundaries of scholarly inquiry through the integration of service and scholarship, which is not an attempt to replace traditional forms of research; rather, it serves to complement the way researchers have historically conducted research.
Abstract: In this essay, a new approach to doing research in schools and other community settings is described: service-bonded inquiry. This approach allows researchers to expand the boundaries of scholarly inquiry through the integration of service and scholarship. It is not an attempt to replace traditional forms of research; rather, it serves to complement the way researchers have historically conducted research. Service-bonded inquiry is the proverbial bridge between what Hal Lawson (1990) calls information gathering and useful information. The discussion here focuses on describing important assumptions underlying service-bonded inquiry and arguing that personal values and commitment must be assessed before engaging in this type of research. In addition, guideposts for evaluating and doing service-bonded inquiry are provided.
TL;DR: In this article, two curriculum approaches, one current and the other in trial, to secondary physical education in an Australian context are reviewed, drawing upon empirical research, the various strengths and weaknesses of each approach are highlighted.
Abstract: Recent literature suggests that secondary school physical education is in crisis due to uncertainties about focus, status, and accountability. After providing some background discussion to the crises, two curriculum approaches, one current and the other in trial, to secondary physical education in an Australian context are reviewed. Drawing upon empirical research, the various strengths and weaknesses of each approach are highlighted. The paper concludes with proposals that the movement-centered conceptualization of physical education in the trial approach offers a defensible physical education for secondary school students.
TL;DR: In this article, an A-B-A-B withdrawal design was used to evaluate whether accountability, in the form of public posting, was effective in improving football players' performance in successfully blocking the forward momentum of the defense and in running routes to a criterion at, or greater than, 90% correct.
Abstract: An A-B-A-B withdrawal design was used to evaluate whether accountability, in the form of public posting, was effective in improving football players’ performance in successfully blocking the forward momentum of the defense and in running routes to a criterion at, or greater than, 90% correct. Five wide receivers on a college football team participated in the study. Data were collected during practice sessions and weekly games. The players’ game performance was not intervened on and served as a measure of both the generality of the intervention and as a product measure of the practice performance. The data show that during public posting the players’ performances met or exceeded the criterion established for practices and that this criterion performance generalized to the game setting. These results support previous findings on tasks and accountability. Moreover, the public posting intervention was easy to implement by the coaches and welcomed by the players.
TL;DR: In this article, a study was conducted to illustrate how experienced teachers assess students' learning by observing 13 middle and high school physical education teachers (Grades 7 to 11) during one or two teaching units over a total of 183 lessons.
Abstract: The purpose of this study was to illustrate how experienced teachers assess students’ learning. Thirteen middle and high school physical education teachers (Grades 7 to 11) were observed during one or two teaching units over a total of 183 lessons. The 62 assessment instruments used by the teachers during those 183 lessons were analyzed from several perspectives: the integration of assessment to the teaching-learning process, the aspects assessed, and the characteristics of the instruments. For integration of assessment, 71% of the instruments were used for preassessment or formative assessment purposes. Regarding aspects assessed, the instruments were used 77% of the time to assess both technical and tactical skills. With respect to their characteristics, 70% of the assessment instruments consisted of a one-sided sheet, with a majority designed to assess one student. In most cases the collection of information was based either on a rating scale, checklist, or a combination of both.
TL;DR: In this paper, the authors describe the management techniques used by high school physical education teachers immediately before (preactive) and after (reactive) student behavior, using the 22 categories of Henkel's (1991) PEPCI.
Abstract: 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 managemen...
TL;DR: In this article, the authors examined physical education interns' beliefs and perceptions about their student teaching internships, thus providing indicators regarding their developmental growth as teachers, and found that the ability of interns to resolve these constraints directly contributed to their self-image as teachers.
Abstract: This study examined physical education interns’ beliefs and perceptions about their student teaching internships, thus providing indicators regarding their developmental growth as teachers. Data were acquired from 46 student teacher interns from focus group interviews and Fuller’s Teacher Concerns Questionnaire (TCQ). Developmental stage theories from the work of Hunt (1966), Kohlberg (1984), Loevinger (1976), and Fuller (1969) were used to frame the concept of developmental growth of student teachers. Data indicated interns’ primary desires were to fit into the school organization, to get along with clinical teachers, and to gain pupil cooperation. Constraints to teaching included difficulties establishing or implementing a management system, the absence of timely supervision from clinical teachers, and feeling like strangers in the school organization. The ability of interns to resolve these constraints directly contributed to their self-image as teachers. Suggestions are provided for advancing interns’...
TL;DR: In this article, the authors investigated the effect of three goal-setting groups (self-set, assigned, and control) and three levels of selfefficacy (low, medium, and high) on bowling performance of college students.
Abstract: The present study investigated the effect of three goal-setting groups (self-set, assigned, and control) and three levels of self-efficacy (low, medium, and high) on bowling performance of college students (N = 288). The performance/retention trials were analyzed in a 3 × 2 × 10 (Goal Conditions × Self-Efficacy Levels × Trials) ANCOVA design, with repeated measures on the last factor and baseline performance as the covariate. Results of the data analysis revealed a significant main effect for self-efficacy (SE) levels for males and females. Individuals at high and medium SE levels performed significantly better than those at a low SE level. The nonsignificant main effect for goal groups was attributed to the spontaneous goal-setting behavior of the control group. Finally, there was a main effect for trials and planned comparisons indicated that as trials progressed female students improved. Evidence of a performance plateau was present for male students, as they showed marginal improvement across trials.
TL;DR: In this article, the authors compare the Interactive Video Classroom Management Training Program (IVCMTP), a teacher-directed videotape, and a traditional lecture instructional mode for instructional effectiveness in developing teaching candidates' declarative knowledge of classroom management.
Abstract: Few teaching areas receive greater attention by administrators than classroom management and discipline. Given the importance of managerial skills, how do teachers develop the pedagogical content knowledge and skill to assist in the appropriate selection and application of management techniques? This study was designed to compare the Interactive Video Classroom Management Training Program (IVCMTP), a teacher-directed videotape, and a traditional lecture instructional mode for instructional effectiveness in developing teaching candidates’ declarative knowledge of classroom management. ANCOVA indicated significant group effects (p < .05). Post hoc procedures revealed that the interactive video instruction program group scored significantly higher on a cognitive managerial assessment instrument than the teacher-directed video instruction group, the teacher-directed instruction group, or the control group. An interactive video training program appears to be an effective means for developing classroom manageme...
TL;DR: This article examined physical educator work motivation using personal investment theory as a theoretical framework and found that the physical educators reported significantly lower incentives for accomplishment and recognition, and significantly higher affiliation incentives compared with a preexisting normative sample.
Abstract: The purpose of this study was to examine physical educator work motivation using personal investment theory as a theoretical framework. Public secondary school teachers (n = 73) voluntarily completed SPECTRUM, a 200-item Likert scale inventory that measures 20 self and work perception categories. One-way ANOVA results revealed few within-group perception differences based on gender, age, years of teaching experience, or job capacity. Then z tests were used to determine perception differences between physical educators and a preexisting normative sample. Comparison between groups revealed that the physical educators reported significantly lower (p < .05) incentives for accomplishment and recognition, and significantly higher (p < .05) affiliation incentives. Physical educators also reported significantly fewer (p < .05) perceived opportunities for recognition and power and significantly lower (p < .05) levels of organizational commitment. These findings provided preliminary insight into how teachers’ perce...
TL;DR: In this paper, the authors examined the efficacy of a component-specific instruction (CSI) intervention to enhance overarm throw development in preschool children and found that CSI was effective for improving the efficiency of the targeted component as well as overall throwing efficiency.
Abstract: The purpose of this study was to examine the efficacy of a component-specific instruction (CSI) intervention to enhance overarm throw development in preschool children. The study also examined the sequence of components within the intervention, a force production sequence (FPS) versus a forward-chaining sequence (FCS). During daily inspection of the data, investigators noted changes in efficiency levels of nontargeted components. Therefore, a third research question emerged regarding the ancillary effects of CSI on efficiency levels of nontargeted components. For all participants, intervention was required on two or more of the following: step, rotation/backswing, elbow/backswing, forearm/forward, and rotation forward. CSI was found to be effective for improving the efficiency of the targeted component as well as overall throwing efficiency. Ancillary effects occurred repeatedly across nontargeted components during all but one condition of CSI. During follow-up, the degree to which efficiency levels were ...
TL;DR: In this paper, the authors of four or more articles in the Journal of Teaching in Physical Education (JTPE) through the 1980s responded to a mail questionnaire on why they write, why they choose to write for JTPE, what they believe to be true about themselves or their approach to writing, and any situational factors that have led to their publication success.
Abstract: The purpose of this study was to determine why and how a sample of physical education teacher education (PETE) scholars manage to be productive publishers. Authors or coauthors of four or more articles in the Journal of Teaching in Physical Education (JTPE) through the 1980s (N = 24) responded to a mail questionnaire on why they write, why they choose to write for JTPE, what they believe to be true about themselves or their approach to writing, and any situational factors that have led to their publication success. Authors described personal motives such as publishing to meet a curiosity drive, for the enjoyment of the process, to facilitate learning, and to lead toward promotion and raises. Facilitators of the process included having access to colleagues and mentors and having a personal commitment to pursue publication. These findings are discussed with regard to insights available for administrators and novice faculty members.