Current conceptualizations of student learning recognize the active, constructivist, and mutually influential nature of student-teacher interactions in the shared class environment. Since students and teachers enter the classroom with potentially different prior experiences and current beliefs, their interpretation of class events may not be the same. Those differences may lead to misunderstandings and conflict; therefore, it is important to examine the student perspective on physical education. This paper offers two examples—curricular values and teaching styles—of student-teacher similarities and differences, and how those similarities and differences impact what does and does not happen in physical education class. A consistent theme across both examples is the importance of both achievement and nonachievement factors, and suggestions are offered for how physical education might better incorporate both factors to increase student learning and student and teacher enjoyment.
Chad M. Killian, Christopher J. Kinder and Amelia Mays Woods
instructional delivery capabilities of online technology. However, some level of in-person, student-teacher interaction differentiates blended instruction from strictly online instruction. In blended classrooms, delivery of foundational knowledge occurs before class through online instructional videos or