The Effect of an Intervention on Academic Learning Time Provided by Preservice Physical Education Teachers

in Journal of Teaching in Physical Education
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This study set out to determine the effect of a training program on the amount of academic learning time in physical education (ALT-PE) provided by student teachers. A treatment group/control group experimental design was used to test the effect of an intervention, and random selection was used in assigning subjects to either group. A total of 50 classes were observed. Descriptive analysis revealed that teachers in the treatment group produced more ALT-PE than teachers in the control group. Wilcoxon Rank Sum tests computed for this comparison showed that the distribution of ranks was significantly different (p<.01). Additional tests produced nonsignificant differences for the distribution of ranks within the variables of skill practice, game, management, and waiting (p>.01). However, the general trend of differences within these variables seemed to contribute to the overall provision of greater ALT-PE for the treatment group. These findings have some important implications for the implementation of theory into practice in the supervision of novice teachers.

Request reprints from Lynda E. Randall, Department of Physical Education, Florida State University, Tallahassee, FL 32306.

Journal of Teaching in Physical Education
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