Self-Contained versus Team Teaching: An Analysis of a Physical Education Intervention by Classroom Teachers

in Journal of Teaching in Physical Education
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A primary purpose of this study was to describe differences between self-contained and team teaching approaches when two groups of fourth- and fifth-grade classroom teachers attempted to implement a physical education curriculum during a 4-month in-service program. One school featured team teaching in pairs during physical education classes; the other used a self-contained teaching approach. The program required a minimum of three 30-min physical education classes weekly. All teachers participated in an extensive in-service training program that included weekly on-site assistance. Data collection included teachers’ lesson-completion forms, specialist’s reports, SOFIT PE class observations, teacher-completed Stages of Concern questionnaires, and teachers’ formal interviews. Results indicated that classroom teachers who used the self-contained model more consistently implemented the curriculum and more frequently expressed positive responses. Participants who used the team model for the physical education curriculum frequently strayed from the assigned pedagogical approach, ignored major portions of the program, and experienced extreme management concerns.

N. Faucette is with the Department of Physical Education at the University of South Florida, Tampa, FL 33620-8600. T.L. McKenzie is with the Department of Physical Education, and J.F. Sallis is with the Department of Psychology, at San Diego State University, San Diego, CA 92182.

Journal of Teaching in Physical Education
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