teaching environments ( Kaf Hasırcı, 2006 ; Saraç & Muştu, 2013 ). The ways in which PE teachers teach the content to their students is only one of several factors that influence student learning. Although several terms, such as approach , model , strategy , style , method , technique , and tactics
Burhan Parsak and Leyla Saraç
Sharon R. Phillips, Risto Marttinen, Kevin Mercier and Anne Gibbone
, 1999 ) may have had an unintended consequence—the loss of student voice. A 1995 Journal of Teaching in Physical Education monograph highlighted the importance of student voices in PE ( Graham, 1995 ) and included aspects of student attitude. A few other studies ( Garn & Cothran, 2006 ; Luke
Sarpreet Kahlon, Kiah Brubacher-Cressman, Erica Caron, Keren Ramonov, Ruth Taubman, Katherine Berg, F. Virginia Wright and Alicia J. Hilderley
. Program delivery Cocreate session content with participant. Adopt an autonomy-supportive teaching style. Use teaching strategies to break down movements. Provide feedback on technique. Tailor feedback to participant preferences. Prompt self-reflection. Link practiced activities to goals. Theme 1: “World
Haylee U. Mercado and John Grady
management curriculum or classroom. Contribution to Teaching Body of Knowledge There are two methods of concept delivery that prevail in sport management programs that are particularly effective when thinking about teaching ES in the sport management classroom. The first method is to provide specific courses
Angela Lumpkin and Rebecca M. Achen
Despite what many claim, just because there is teaching does not mean there is learning. Clear and convincing evidence supports changing the instructional paradigm to a learner-centered classroom. Flipping a class shifts the delivery, often through technologically presented lectures, to free class time for student participation in a plethora of learning activities, such as think-pair-share and discussions, leading to student perceptions of greater learning and more enjoyment. In an action research approach with one class, 72% of juniors and seniors in an undergraduate sport finance and economics class reported out-of-class lectures often positively impacted their learning, and the remaining 28% responded these lectures did sometimes. End-of-course evaluations and surveys were overwhelmingly positive about class engagement, interaction, and enjoyment.
Julia Walsh and Fraser Carson
with appropriately structured situational learning experiences that are similar across the world. For example, in the education of future lawyers Socratic questioning is a pedagogical approach that teaches students to think like a lawyer, in medicine the bedside teaching in clinical rounds teaches
Jon R. Poole and George Graham
This study was designed to be an initial step toward a better understanding of how graduate teaching assistants teach their courses and the influences that shape their teaching decisions. The purposes included gaining insights into internal models that guided their teaching and describing the influence of an induction program on these internal models. A multi-case-study approach was employed to construct individual portraits. These portraits revealed that internal models were developed primarily from past experience as athletes, students, and teachers. Teaching could best be portrayed as a “pedagogy of contentment.” That is, teaching assistants were generally satisfied with their own teaching and did not perceive a need for additional improvement. Reported satisfaction was based on their belief that they already knew the different strategies, methods, and routines for teaching their particular subject.
Susan K. Lynn and Amelia Mays Woods
The Fessler and Christensen (1992) teacher career cycle model provides the theoretical framework for this case study incorporating a narrative design nested within a larger research project examining six teachers’ journey across the career cycle (Woods & Earls, 1995; Woods & Lynn, 2001). The current case study sought to gain a greater understanding of why one teacher, Patsy, was unable to negotiate environmental hurdles that are commonplace in physical education and how these factors were being negotiated as a classroom teacher. Data sources included: seven interviews with the participant, multiple interviews with her principals, spouse, and three former university teacher educators, field notes from live lesson observations, and related documents. An interpretative framework was used to understand the perceptions and meanings Patsy gave to her experiences and revealed that she reported being both positively and negatively affected by most of the personal and organizational environmental factors in the teacher career cycle model. Viewing Patsy’s teaching career through the lens of the career cycle provides insight into areas of change necessary to motivate and retain quality physical education teachers.
Amelia Mays Woods and Jesse Lee Rhoades
This study examined National Board Certified Physical Education Teacher’s (NBCPETs) demographic characteristics, recalled subjective warrants for entrance into the profession, and reasons for seeking this advanced certification. An extensive search for approximately 1,200 NBCPETs resulted in contact information for 819 NBCPETs. All were sent a demographic questionnaire which 334 returned, resulting in a 41% return rate. Sixty five were randomly selected and participated in qualitative interviews. The results indicate that NBCPETs are predominantly female (79%), Caucasian (78.9%), hold masters degrees (71.1%), and work in the elementary setting (55.1%). The mean age is 45 years, with about 20 years of teaching experience. Several themes related to subjective warrant emerged including career pursuit because of: a joy of working with and helping children; continued association with sport and physical activity; lack of aspirations to coach; and enjoyment of physical activity. The most frequent reasons for pursuit of NBC were related to procurement of financial incentives, an attempt to confront the challenge, and a desire to develop professionally.
Zachary Wahl-Alexander and Matthew D. Curtner-Smith
& Siedentop, 1999 ; Jones, 1992 ; Silverman, 1991 ). At the center of this paradigm are the desire to determine how order and cooperation are established in classrooms and gymnasia and the notion that teaching consists of a series of tasks. Additionally, the extent to which students complete tasks is