The aim of this paper was to quantify teacher behaviors that were associated with high levels of student involvement and, hence, provide further understanding of student accountability. Two observation instruments were used to collect data from teachers during a secondary school volleyball unit. Results showed that the more effective teacher (as measured by ALT-PE) spent more lesson time in the functional behaviors of concurrent instruction and intervening instruction, whereas the less effective teachers spent more time in noninteractive behaviors such as observing. Furthermore, specific cycles of teaching behaviors that discriminated between the effective and less effective teachers were identified. The results are explained in terms of the development of a successful instructional accountability system being developed by the effective teacher in contrast to the instructional pseudoaccountability of the less effective teachers.
Peter A. Hastie is now with the Department of Health and Human Performance at Auburn University, Joel Eaves Memorial Coliseum, Auburn, AL 36849-5323.