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Marielle Tousignant and Daryl Siedentop

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Jocelyn Gagnon, Marielle Tousignant and Denis Martel

This study employed the Academic Learning Time model to describe the behavior of moderately mentally handicapped students in their physical education classes. The concept of academic learning time (ALT) is defined as the proportion of time a student is engaged in a task related to the learning objectives and is experiencing an appropriate success rate. Subjects were 29 students randomly selected from five adapted-P.E. groups (three elementary and two secondary) in three Quebec City region schools. A French version of the ALT observation system developed by Siedentop, Tousignant, and Parker (1982) was used to code the students’ behavior in P.E. classes. The results reveal that, on the average, only 63% of the time officially allocated to P.E. within the school curriculum was actually used for teacher/student interaction. Moreover, 21% of this 63% was spent organizing the learning activities, 4% in explaining the tasks, and the remaining 75% in motor activities. However, although the number of students in a group varied from five to nine, on the average individuals were successfully motor engaged only 16% of the time and spent 50% of the time waiting.

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Jean Brunelle, Marielle Tousignant and Maurice Piéron

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Jean-François Richard, Paul Godbout, Marielle Tousignant and Jean-Francis Gréhaigne

The purpose of this study is to describe the results of a try-out of Gréhaigne, Godbout, and Bouthier’s (1997) team sport performance assessment procedure in elementary and junior high school physical education classes and to expose issues related to its potential implementation. Six elementary and junior high school teachers were asked to use this assessment procedure with their Grade 5 to 8 class-groups for a 6-week period in order to gather data for the establishment of performance norms. As it was developed for peer assessment purposes, the teachers instructed their students in observing and coding. Teachers and their students then proceeded to collect team sport performance data. Following this process, interviews were conducted in order to gather the teachers’ perceptions and opinions regarding the potential integration of this assessment procedure. From the collected data, topics focusing on the possible applications in a team sport teaching-learning context are presented and discussed.