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In recent years several studies have compared experienced and inexperienced teachers as they teach the same topics to similar groups of children or perform the same planning or observation tasks. This study compares the way 3 novice (NT) and 3 experienced (ET) teachers teach the same content (dribbling) to the same intact classes of children (Grades 3-5). Interviews, field notes, and document analyses were employed to determine how these 6 teachers varied in their planning and teaching. The NTs tended to be more subject-centered. They relied on textbooks and university courses to develop an extensive progression of tasks to present to classes. The lessons of the ETs, in contrast, were more child-centered and tailored to a particular class. The NTs, who tended to be unsure which tasks would succeed, presented more tasks. The ETs, who knew which tasks would be appropriate, devoted more time to fewer tasks and provided a higher percentage of learning cues. The results will be of particular interest to teacher educators; the implications are discussed in the concluding section.

This study surveyed 2559 students enrolled in the physical education program at the University of North Carolina at Chapel Hill to determine which physical education objectives students considered to be most and least important and to assess if there were any differences based on gender and class in the responses. Descriptive statistics revealed that having fun, getting regular exercise, and keeping in good health and physical condition were most important. Providing vocational preparation, learning about human kinetics and exercise science, developing emotional stability, and developing self-realization were rated least important. Results of a principal component factor analysis with varimax rotation revealed that the 24 participation motives loaded on four factors: (a) self-worth, (b) physiological parameters, (c) social affiliation, and (d) lifetime use. ANOVAs on each factor revealed significant effects for class and gender on all the factors except the lifetime use factor. These findings extend those of Soudan and Everett (1981) and provide important information relative to class and gender as mediators of participation motives of students involved in a physical education activity program.