This study sought to determine the effects of three teacher supervision patterns on student on-task and practice skill behavior. Three experienced physical education instructors and 3 off-task junior high school males served as subjects. An alternating treatments design was used to study the on-task behavior, total practice trials and appropriate practice trials under three supervision patterns: (a) close with feedback, (b) distant with feedback, and (c) distant with no feedback. Under the active supervision patterns (with feedback), teachers issued specific skill feedback to target students at a minimum of 0.5 per minute. Findings indicated that when the treatments were successfully implemented, (a) the percentage of on-task behavior was significantly higher during active supervision for two target students and (b) mixed results were produced for total practice trials and appropriate practice trials across all three treatments.
Mary Jo Sariscsany is with the School of Physical Education, Recreation and Dance at Kent State University, 263E MACC Annex, Kent, OH 44242-0001. Paul W. Darst is with the Department of Exercise Science and Physical Education at Arizona State University, Rm. 212 PEBW, Tempe, AZ 85287. Hans van der Mars is with the Department of Exercise and Sport Science at Oregon State University, Rm. 107C, Women’s Building, Corvallis, OR 97331.