This paper revisits a 1970s study of Coach John Wooden’s teaching practices in light of new information. The original study reported discrete acts of teaching, including the number of instructions, hustles, praises, among other instructional moves. Using qualitative notes recorded during the original study, published sources, and interviews with Coach Wooden and a former UCLA player, we reexamined the 1970s quantitative data to better understand the context of Wooden’s practices and philosophy. We conclude that exquisite and diligent planning lay behind the heavy information load, economy of talk, and practice organization. Had qualitative methods been used to obtain a richer account of the context of his practices, including his pedagogical philosophy, the 1974-1975 quantitative data would have been more fully mined and interpreted.
Ronald Gallimore and Roland Tharp
Javier Fernandez-Rio and Jose Ignacio Menendez-Santurio
The purpose of this study was to assess students and teachers’ perceptions concerning their participation in an educational kickboxing learning unit based on a hybridization of two pedagogical models: Sport Education and Teaching for Personal and Social Responsibility.
Seventy-one students and three physical education teachers agreed to participate. Several instruments were used to collect data: (a) an open-ended question, (b) Photovoice, (c) teacher and external observers’ diaries, and (d) semistructured interviews. MAXQDA 11 software was used to assist with data management, with all participants’ answers being analyzed via thematic content analysis.
Analysis of the data produced 11 themes, three considered strong: responsibility, learning and roles, five considered moderate: enjoyment, teaching, competition, cooperation and novelty, and three considered weak: friendship, affiliation and transfer.
These findings indicated that the hybridization of the two pedagogical models seems to help increase both social and personal responsibility and to provide students with meaningful sporting experiences.
Mark Byra and Mary C. Marks
In the reciprocal style of teaching learners are paired, and as one practices the task, the other provides immediate feedback. This study examined the effect of pairing learners in the reciprocal style by ability (high, low, and mixed) and by companionship (friend and nonacquaintance) on provision of feedback and perceived comfort while learning motor skills. Thirty-two students between 9 and 12 years of age practiced soccer juggling during a 25-minute lesson and soccer dribbling during another 25-minute lesson, in both of which they were paired for similar versus different ability and for friend versus nonaquaintance. After each lesson, the students were asked how comfortable they felt giving and receiving feedback. The results showed that the observers gave specific feedback more frequently to friends than nonacquaintances, and that the doers felt more comfortable receiving feedback from friends than nonacquaintances. Learner ability level did not affect the amount of specific feedback provided by the observer or the doer comfort in receiving feedback. This study supports several claims set forth by Mosston and Ashworth (1986) for the reciprocal style of teaching.
This study describes the beliefs of Physical Education (PE) teachers regarding Teaching Games for Understanding (TGfU) based on the Theory of Planned Behavior (TPB). Twenty PE teachers participated in this study. Data collection consisted of a survey on demographic data and semistructured interviews. The research results indicate that the teachers were positively or neutrally disposed to TGfU. They were motivated to use TGfU either intrinsically by their responsibilities and satisfaction, or extrinsically by pressure to comply with how principals, professional colleagues, and students felt about the TGfU model. Furthermore, most of the participants expressed having low confidence in TGfU teaching due to the limitation of internal factors, such as inadequate game knowledge, limited TGfU conceptual understanding, and inability to modify games, and external factors, including contextual constraints, safety concern, and conflict with the current learning assessment system. The discussion of findings in relation to TPB furthers the understanding of TGfU implementation by the teachers (only nine out of 20 PE teachers adopted the TGfU model in classes). The findings also provide empirical evidence to support moral norm and affective beliefs as additional TPB predictors, as well as the influence of control beliefs on behavior and normative beliefs.
Wallace B. Salter and George Graham
The effects of three disparate styles of teaching were examined to determine their influence on motor skill acquisition, cognitive learning related to the performance of a motor skill, and students’ ratings of self-efficacy. The subjects were third, fourth, fifth, and sixth grade children (N = 244) in two rural elementary schools. The three instructional methodologies employed were Command, Guided Discovery, and No Instruction. The criterion lesson was a 20-minute experimental teaching unit using a novel golf task. Results revealed no significant differences between the groups taught by the three instructional approaches on skill improvement or self-efficacy. Cognitive understanding improved significantly for the groups taught by the command and guided discovery approaches, however, as compared to the no-instruction groups. Students in the no-instruction groups had a significantly higher number of skill attempts (M = 29.56) as compared to the command (M = 18.56) and guided discovery (M = 20.63) groups. This finding served as a plausible explanation for the lack of significant difference in skill improvement between the three groups on the criterion skill.
Marios Goudas, Stuart Biddle, Kenneth Fox and Martin Underwood
The purpose of this study was to examine the motivational effects of two different teaching styles in one sport activity. One class of 24 girls was taught track and field for 10 weeks, each lesson being taught with either a direct (practice) or a differentiated (inclusion) teaching style. After each lesson the girls completed self-report measures of intrinsic motivation and goal involvement. On course completion, 8 girls were interviewed to assess their reactions to the course. ANOVA showed that students reporting higher levels of competence, autonomy, and task orientation had higher intrinsic motivation scores throughout the course. However, teaching style was also found to have an independent effect; the differentiated style was associated with higher levels of intrinsic motivation and task goal involvement and lower levels of work avoidance involvement. A differentiated teaching style can positively influence young girls’ reactions to a sports activity independently of perceptions of goal orientations, autonomy, and competence.
Content in physical education has been the subject of research for some years, with most studies being carried out under two scientific programs. One, in North America, concerned primarily with pedagogical content knowledge; the other, in France, studying the didactics of physical education. The purpose of this paper is to describe the theoretical framework, methodology, and principal results of these programs. It examines their similarities, differences, and the contribution of each to the teaching and learning of content in physical education. Researchers in both fields state that pedagogical content in physical education (a) is highly domain-specific to the activity being taught. (b) falls within an analysis of the situated-action, (c) undergoes long-term evolution in relation to professional competence, and (d) depends on constraints inherent in the system. Beyond the specifics of each program, there are some similarities that open up possibilities for fruitful collaboration between researchers in the two communities.
Michael A. Hemphill, Andrew R. Richards, Thomas J. Templin and Bonnie Tjeerdsma Blankenship
Previous reviews of research have documented the increasing use of qualitative inquiry in physical education. In this research note, the authors present a content analysis of qualitative research articles published between 1998 and 2008 in the Journal of Teaching in Physical Education (JTPE). A total of 110 empirical articles were published that included a qualitative component, 38.2% of those used mixed methods. Results include analyses of types of qualitative research, research focus, theoretical frameworks, data collection techniques, trustworthiness techniques, and participants. The Research Authorship Score revealed that qualitative research tends to rely on teams of researchers in the conduct of studies. By extending previous work, this study reveals that qualitative research continues to play a significant role in research on physical education.
Barrie Gordon, Jenn M. Jacobs and Paul M. Wright
This study examined a long-term afterschool leadership program situated in a Midwestern university town in the US. The activity-based program for boys considered to be disengaged with school and at risk for dropping out of education, was based on the Teaching Personal and Social Responsibility (TPSR) model. The program curriculum was strongly aligned with the social and emotional learning (SEL) theoretical framework. The study sought to identify the learning(s) that occurred and the impact of participation for participants. The key findings were that 1) the pedagogical approach and strategies of TPSR when implemented with a high level of fidelity align strongly with the SEL framework; 2) the structure and design of this TPSR based program was an important ingredient in the school’s overall approach to supporting SEL among students, and 3) a number of SEL outcomes were identified as a result of participation in this program.
David Brown and John Evans
Drawing on illustrations from a recent life history study that focused on male student teachers as they negotiated their way through a 1-year postgraduate certificate in education (PGCE) physical education teacher training course at a university in England, this paper explores how teachers are implicated in the social construction of gender relations in teaching physical education and school sport. The perspective forwarded is that the embodied gendered dispositions student teachers bring into the profession constitute a powerful influence on their professional behavior, and that the development and legitimation of these dispositions might be traced to key relationships with other physical education and coaching professionals. In so doing, we identify key moments in a process of cultural reproduction and conclude that teachers might be viewed as intergenerational living links or cultural conduits in the construction and transmission of particular gender orientations and practices in the profession. We conclude that future research needs to be intergenerational in focus if we are to better understand how these links act as channels in reproducing gender relations and how we might rupture and challenge them.