Active Supervision Patterns of Physical Education Teachers and Their Relationship with Student Behaviors

in Journal of Teaching in Physical Education
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Supervision patterns of elementary physical educators were analyzed in relation to work involvement patterns of students in each teacher’s class. The supervision patterns analyzed included teacher location, rate of movement, and provision of verbal feedback. Work involvement by students was categorized into on-task, off-task, total motor engagement, and successful motor engagement (ALT-PE). Results showed that teachers spent more time along the periphery of the activity area, and that they were positioned more along the sides. They were active movers, averaging six sector changes per minute, and active in providing verbal feedback (3.2/min). Teacher feedback patterns did not correlate with teacher location/movement patterns. Teachers’ location (periphery) and movement correlated significantly with students’ total motor engagement. Teacher movement also correlated significantly with ALT-PE. Positive behavior feedback correlated with students’ on-task behaviors. Findings indicate that active supervision is important in maintaining students’ involvement with learning tasks in physical education.

H. van der Mars and B. Cusimano are with the Dept. of Exercise and Sport Science at Oregon State University, Rm. 107C, Women’s Building, Corvallis, OR. P. Darst is with the Dept. of Exercise Science and Physical Education at Arizona State University, Rm 212 PEBW, Tempe, AZ 85287. B. Vogler is with the Dept. of Health, Physical Education, Recreation, and Dance at Illinois State University, Normal, IL 61761.