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  • Author: Bernadette M. Twardy x
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Bernadette M. Twardy and Beverly J. Yerg

This study explored the relationships between teacher planning behaviors and the inclass behaviors of teachers and learners in a 30-min lesson on the volleyball spike. All 30 teacher subjects progressed through three consecutive stages: 30-min planning phase, 30-min instructional phase, and a brief self-report phase. During the planning session, subjects were instructed to plan their lesson by utilizing the talk aloud technique. Planning data were coded through the use of planning indicators obtained from the Florida Performance Measurement System. Immediately after the planning phase each subject implemented his or her lesson. Teacher and learner behavior was live-coded by three trained observers using Birdwell’s Academic Learning Time-Physical Education-Teacher Behavior Observation System (ALT-PE-TB). Frequencies of teacher planning behavior were compared with the frequencies of inclass teaching behavior and learner behavior. The results indicated that significant relationships did exist between certain planning behaviors and the inclass behavior of teachers and learners.

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Charles H. Imwold, Robert A. Rider, Bernadette M. Twardy, Pamela S. Oliver, Michael Griffin and Donald N. Arsenault

The purpose of this study was to compare the teaching process interaction behavior of teachers who planned for classes with those who did not plan. Senior physical education majors served as the teaching subjects for this study—six in the planning (experimental) group and six in the no-plan (control) group. Each teacher taught the same lesson content for a 15-minute episode. The planning group spent 1 hour before the lesson writing explicit plans, while the control group was given 2 minutes just before the lesson to gather their thoughts and be informed of the content to be covered. The behaviors of all teachers were observed by the Cheffers Adaptation of the Flanders’ Interaction Analysis System (CAFIAS). The results indicated significant differences in only two interaction categories: amount of directions given and the amount of silence. Both variables were better for the planning group.