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  • Author: Charles H. Imwold x
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Lynda E. Randall and Charles H. Imwold

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.

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Charles H. Imwold, Robert A. Rider and Dewayne J. Johnson

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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.