Based on sequential behavior analysis (SBA) approaches to clinical practice activities (Sharpe, Lounsbery, & Bahls, 1997) and on results from school-university collaboration approaches to teacher education (Sharpe, Lounsbery, Golden, & Deibler, 1999), this study analyzed the effects of different supervisory personnel and practice-teaching settings on the relative effectiveness of SBA feedback and goal-setting practices. Teaching performances of two matched groups of undergraduates (N = 4) were observed. An A-B-A-C multiple baseline design with a treatment reversal across participants was used. The B-phase consisted of school-based practice teaching, the C-phase consisted of peer-based practice teaching, and the multiple baseline represented the differing times in which the same SBA feedback treatment was administered. Results demonstrated substantial improvement in select teacher and student practices in the school-based setting but a limited effect in the peer-based setting. Participant response data provided additional support for school-based activities. This study endorses a collaborative field-based approach to teacher education and contradicts the literature in nonsupport.
Tom Sharpe, Hosung So, Hasan Mavi and Seth Brown
Melinda A. Solmon
( Ennis, 2014 ), and they enter teacher education programs with the intention of replicating the existing instructional practice. A traditional sport-based multiactivity approach to teaching physical education, especially in secondary school settings, is at the heart of the dissonance between what and how
Gylton Da Matta, Linda Gagen and Michael C. Rhoads
The purpose of this paper is to demonstrate the importance of using developmentally appropriate serving strategies that will promote the game of volleyball and facilitate learning while minimizing injury. A critical review of serving discusses the main developmental, maturational, and technical issues related to socialization and long-term development in volleyball. Teaching complex serving styles (such as the jump serve to athletes under the age of 14) might have implications for athletes’ long-term development and might lead to injury. The adoption of developmentally appropriate practices in coaching young athletes is still a novelty for many coaches. Therefore, this article stresses the importance of implementing adapted or modified games and of teaching skills in a progressive fashion to aid development.
The purpose of this study was to reconstruct high school physical education teachers’ views of effective teaching and to examine the underlying rationales behind these definitions. The participants were 14 experienced high school physical education teachers. Three methods of data collection were employed: critical incidents, the Q-sort technique, and informal interviews. Inductive content analysis was used to examine the critical incident forms, and the resulting themes formed the items in the Q-sort. The teachers’ underlying rationales for the rankings in the Q-sort were examined in the informal interviews. The overall results revealed that the majority of the teachers in this study defined effective teaching as a hierarchy of pedagogical practices in which organization, management, discipline, and control form the base, with student success being the ultimate goal.
Mario Díaz-Cueto, Juan Luis Hernández-Álvarez and Francisco Javier Castejón
The purpose of this study was to understand the perceptions of in-service Physical Education (PE) teachers when using Teaching Games for Understanding (TGfU) in teaching sports. Data were gathered from interviews, work group meetings, and participants’ diaries. The results show the difficulties PE teachers had in the planning and implementation of TGfU. In the initial stage of implementing TGfU, teachers reported feelings of insecurity to the point of doubting their own pedagogical expertise and knowledge. They also reported anxiety and exhaustion. Once they surpassed the first stage, teachers’ feelings of satisfaction increased in parallel with students’ improvement, in particular because students with the lowest skill level had made significant progress in decision-making, overall compression of the game, and tactical problem solving. This study identified some major challenges facing PE teachers wishing to implement TGfU, and thus allows for the development of support strategies to promote teachers’ pedagogical self-assessment.
Michael W. Metzler
This thematic article is based upon personal reflections and tangible evidence that the emphasis in sport pedagogy has shifted away from doing research on instruction and toward doing research on teachers. Several contributing factors to this trend are discussed along with implications for continued change in the patterns of sport pedagogy. Suggestions are made that could alter these patterns and address how to conduct research on teaching that is both meaningful to practice and valued in the academy. Finally, there is a call to question the role of traditional sport disciplines and subdisciplines in the conduct of professional practice and the conceptualization of sport pedagogy.
Richard Tinning and Daryl Siedentop
Doyle’s concepts of task structures and the notion of accountability were applied to the student teaching process. Qualitative research strategies were used to gather data for one intern in two settings across an entire academic term. Three main task systems were identified. The contingencies supporting the task structures were less readily identified than for previous classroom and gymnasium research. Accountability systems tended to be less formal. The intern must balance the demands of task systems that produce consequences from pupils, the cooperating teacher, and the university supervisor. Monitoring and feedback from the supervisor and cooperating teacher appear to play an important informal role in the development of intern performance across time.
Patrick Abi Nader, Evan Hilberg, John M. Schuna, Deborah H. John and Katherine B. Gunter
of CBPA breaks. 21 Factors found to influence CBPA implementation included (1) access to CBPA tools, 22 (2) implementation self-efficacy, 22 – 24 (3) participation in professional development, 22 – 24 (4) teaching experience, 25 (5) school operating conditions (eg, academic expectations and
Melanie Vetter, Helen O’Connor, Nicholas O’Dwyer and Rhonda Orr
maximum dose to suit the school-day routine. TT skills were assessed using a 36-item TT test designed by a researcher (M.V.) and the teaching team based on the state curriculum guidelines for stage-2 mathematics. 27 The classroom teachers chose the numbers 3 and 9 (first term) and 4 and 8 (second term
James Mandigo, Ken Lodewyk and Jay Tredway
foster the development of physical literacy through physical activity is therefore particularly important. The purpose of this study was to investigate the impact of a multisport physical activity intramural program that adopted a Teaching Games for Understanding (TGfU) approach on the development of