). Using case studies and stimulated-recall interviews, this line of research—with both youth-sport and high-performance ice hockey coaches—illustrated that when making decisions during competition coaches considered both the contextual information from the game and their personal knowledge of the athletes
Julia Allain, Gordon A. Bloom, and Wade D. Gilbert
Shrehan Lynch and Matthew D. Curtner-Smith
Michael’s content and pedagogies. Michael then took part in three stimulated recall interviews . These interviews involved Michael watching filmed episodes of his teaching from the early field experience which the first author deemed to be examples of inequitable teaching. Michael was asked to reflect on
Leah K. May, Matthew D. Curtner-Smith, and Stefanie A. Wind
indicated or illustrated PTs’ value orientation priorities and the influences that shaped these priorities. Finally, the first author collected data from one 60-min stimulated recall session Stella conducted with the PTs. During this session, PTs observed film of themselves teaching during the EFE
Catherine D. Ennis
This research examined content and task decisions of 11 urban secondary physical educators who placed a high priority on social curriculum goals. Transcript data from a stimulated-recall protocol were analyzed using constant comparison to determine the extent to which content and task decisions represented social justice and reform goals of social reconstruction or of citizenship and positive interaction more consistent with social responsibility. Results suggested that teachers’ content decisions were consistent with the goals of cooperation, teamwork, and involvement within the social responsibility value orientation. Task structures for middle school programs involved large group activities, while high school tasks focused on individual activities performed as a member of a small group.
Amelia M. Lee, Dennis K. Landin, and Jo A. Carter
Thirty fourth-grade students were provided two 30-min lessons on the tennis forehand ground stroke. The students and the teacher were videotaped, and, following each lesson, the students were interviewed using a stimulated-recall procedure. Frequency measures of successful practice trials were also coded for each student during each practice session. Analysis revealed a significant positive relationship between skill-related thoughts and successful performance during class. The findings support the notion that student thoughts are important mediators between instruction and student response patterns.
Wade D. Gilbert, Pierre Trudel, and Leon P. Haughian
This study provided a descriptive analysis of the interactive decision making factors considered by coaches of youth ice hockey (aged 10–15 years) during games. Using a multiple–case study design, data were collected using a combination of semistructured interviews and an adapted version of stimulated recall interviews. An inductive analysis of the interview transcripts revealed 5 types of interactive decisions, 5 types of goals, and 21 types of factors. The factors were regrouped into two categories (Field Information and Coach Knowledge) and four subcategories (Objective Information, Subjective Information, Player Characteristics, and Knowledge of the Game). Although individual coach differences were found, important cross-coach similarities also emerged. On average, between 2.6 and 3.2 factors were cited for each interactive decision. The adoption of dichotic (yes-no) decision making models based exclusively on player performance, and the ecological validity of conducting lab-based studies to examine the interactive decision making of coaches, is challenged.
Steven K.S. Tan
This study represents a descriptive analysis of feedback patterns and perceptual maps of experienced and inexperienced teachers. Five experienced elementary physical education teachers and 5 inexperienced teachers participated in the study. Data were collected by videotaping and audiotaping three lessons taught by each teacher. Transcripts of audiotapes were made for all verbal feedback administered by the teachers, and each unit of feedback was coded from the written transcripts using a multidimensional observation system. Following the second and third lessons, patterns in cue perception employed by teachers during feedback interaction were accessed using a stimulated recall interview and concept mapping techniques. Results indicated that inexperienced teachers did not differ from experienced teachers in their feedback structure. However, experienced teachers differed from inexperienced teachers on their perceptual patterns. Specifically, perceptual maps of experienced teachers were more complex and were organized hierarchically, whereas inexperienced teachers’ patterns tended to be sparse and hierarchically shallow.
Gunn Nyberg and Hakan Larsson
The purpose of this article is to explore physical education (PE) teachers’ content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline the different ways of conceptualizing movement capability. Five different ways of conceptualizing movement capability were identified, which indicates the complexity of the concept movement capability. However, the result also provides a structure for developing a systematic and structured way of conceiving movement capability. In this study we have highlighted a multifaceted, nuanced and differentiated picture of movement capability to see moving as educationally valuable. We conclude by emphasizing that movement capability should not be restricted to only its constitutive parts as teachers’ plan PE teaching, but should be approached as a whole.
Bonnie L. Tjeerdsma
The purpose of this study was to directly compare teacher and student expectations for task difficulty and performance, perceptions of actual task difficulty, perceptions of student performance and effort, and perceptions of teacher feedback. Stimulated recall interviews following a 14-lesson volleyball unit were conducted with 8 sixth-grade students and their physical education teacher. The results revealed little congruency between student and teacher perspectives of task difficulty or perceptions of student performance and effort. The students and the teacher agreed the most on expected performance level and the least on perceptions of effort. Such differences in perspectives may be partially explained by the sources of information used by the teacher and students to form their expectations and perceptions. There was somewhat higher agreement between the teacher and students on the purpose of and affective reactions to skill-related feedback.
Pamela C. Allison
Elementary school classroom teachers continue to have primary responsibility for teaching elementary physical education. As a group, they have received little attention concerning their development of pedagogical skills in physical education. Accordingly, the purpose of this study was to describe what preservice classroom teachers observe and what perceptual processes they employ while observing physical education field lessons. The participants were seven junior elementary education majors who observed two physical education classes. Data were collected using the techniques of thinking aloud and stimulated recall interview. The constant comparative method of data analysis revealed the following three themes as characteristic of this group of preservice classroom teachers: students’ movement responses dominated their observational attention, the classroom teachers evaluated what they saw, and they observed using the perceptual process of contrast.