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Kathy C. Graham

This article describes the movement tasks (Rink, 1985) in which students engaged during a 14-lesson volleyball unit in an eighth-grade physical education class, and the differential motor skill responses of high- and low-skilled target students during the practice of these tasks. Audio and videotaped records were made of each lesson. Analysis focused on the identification of the movement tasks that were verbally presented by the teacher during the lessons, the determination of students’ level of engagement in these tasks, and the frequency and rate of motor skill responses/successful motor skill responses during task practice for three high- and three low-skilled students. Thirteen major movement tasks were identified that formed a simple to complex progression of activities. A high level of consistent student engagement in tasks was observed, as well as differential performance outcomes for students of high/low skill levels. The results reveal the complexity of providing appropriate instruction for different skill levels in a class. Implications for research and teacher education programs are discussed.

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Judith E. Rink, Karen E. French, and Kathy C. Graham

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Bonnie L. Tjeerdsma, Judith E. Rink, and Kathy C. Graham

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Kathy C. Graham, Karen E. French, and Amelia M. Woods

The ability to observe and interpret events during instruction is thought to be an important dimension of effective teachers. The purpose of this study was to compare the ability to observe and interpret teaching physical education at different stages of expertise. Ten freshman preservice students, 7 experienced junior students, and 2 teacher educators served as subjects. Each subject viewed a 15-minute videotaped lesson on basketball dribbling taught to approximately 20 third-grade students. Subjects were instructed to observe the lesson, take notes, and write a description or evaluation of what they observed during the lesson. Experienced students wrote substantially more evaluative interpretations than novice preservice students. The interpretations of the experienced preservice students were similar to the teacher educators in the focus of observation and the use of a technical language. However, teacher educators’ interpretations were more organized and were focused more on lesson occurrences that influenced students’ motor-skill performance.

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Kathy C. Graham, Richard C. Hohn, Peter H. Werner, and Amelia M. Woods

The purpose of this study was to compare conceptions of teaching of different groups of individuals associated with a university physical education teacher education (PETE) program. These individuals were 6 prospective PETE students, 4 PETE student teachers, and 4 cooperating teachers in the physical education department’s Clinical Model Program. The intent was to assess subjects’ conceptions, values, and beliefs about teaching relative to the seven categories of the knowledge base identified by Shulman (1987). Data were collected through use of a structured interview with frequent probes. Results revealed that teaching conceptions of prospective PETE students differed considerably from those of the other two groups. In addition, conceptions of student teachers and clinical model teachers more closely resembled those aspects emphasized in the teacher education program. Results of this exploratory study suggest questions for future research.

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Kathy C. Graham, Cynthia D. Williams, S. Dee Ellis, Eun Chang Kwak, and Peter H. Werner