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.
Melinda A. Solmon
education, followed by an overview of the streams of research that have evolved. This is followed by an examination of the major tenets of research on effective teaching, exploring ways in which disciplinary content has informed this line of inquiry. Next, research on curricular reform is discussed and the
Insook Kim and Phillip Ward
Content development refers to a teacher’s ability to select and sequence instructional tasks to meet specific instructional outcomes and is recognized as a critical and foundational skill for effective teaching in physical education ( Rink, 2020 ; Ward, Higginson, & Cho, 2020 ). Teachers who lack
Yaohui He, Phillip Ward, Xiaozan Wang, and Guang Yang
). Educational research in many subject matters views PCK as a critical component of effective teaching to improve student learning ( Ball et al., 2008 ; Ward & Ayvazo, 2016 ). For this reason, content knowledge and PCK have become one of the important learning outcomes for prospective physical education
Matthew A. Grant, Gordon A. Bloom, and Jordan S. Lefebvre
& Murphy, 2008 ). Of interest were three key findings: (a) trust and respect was quickly experienced by participants, (b) equity within the relationship created collegiality, and (c) technology barriers limited effective teaching methods. Establishment of Trust and Respect Mentees quickly experienced
Siu-Ming Choi, Raymond Kim-Wai Sum, Tristan Wallhead, Amy Sau-Ching Ha, Cindy Hui-Ping Sit, Deng-Yau Shy, and Feng-Min Wei
of teaching efficacy in delivering effective teaching behaviors. Moreover, Edwards, Bryant, Keegan, Morgan, and Jones ( 2017 ) concluded in a systematic review that studies have rarely clarified the relationship between PL and associated constructs, especially psychological and social variables
Eishin Teraoka, Heidi Jancer Ferreira, David Kirk, and Farid Bardid
improvement, and differentiation are effective teaching strategies that were widely used for affective learning. As current evidence on affective learning in physical education is largely based on self-report measures, future investigations should involve observational tools to further develop pedagogies of
Judith E. Rink, Karen French, Amelia M. Lee, Melinda A. Solmon, and Susan K. Lynn
Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and the other group completed the map just prior to student teaching. These data were compared with concept maps of teacher educators at each institution. Quantitative and qualitative data revealed differences between the groups of preservice teachers and between the preservice teachers and the teacher educators.
Nell Faucette and Patricia Patterson
This study compared the teaching behaviors of elementary physical education specialists with those of classroom teachers (nonspecialists) while teaching physical education classes. Additionally, data were collected on student activity levels to detect similarities or differences in classes taught by specialists versus nonspecialists. Four specialists and 7 nonspecialists were observed during a 3-month period using the Teacher Observation Schedule (Rushall, 1977). The group time-sampling technique, Placheck recording, was used to gather data on the students’ levels of activity during the observed classes. It was found that specialists had significantly higher values in more effective teaching behaviors such as feedback/reward, questioning, and directing/explaining/informing, and significantly lower values in less effective teaching behaviors such as monitoring/attending. Additionally, there were significantly higher levels of activity for students in classes taught by specialists.
Matthew D. Curtner-Smith
Much research on physical education preservice teachers’ (PTs) perceptions of effective teaching during early field experiences (EFEs) or student teaching has indicated a concern for keeping pupils well-behaved, busy, and happy (e.g., Placek, 1983). The purpose of this study was to determine the impact of an EFE, combined with a methods course developed from the knowledge base on effective teaching, on PT conceptions of the teaching-learning process. Data were collected using the critical incident technique (Flanagan, 1954) and a reflective questionnaire (O’Sullivan & Tsangaridou, 1992). PT responses were analyzed by employing Goetz and LeCompte’s (1984) analytic induction method. PTs were concerned with pupil learning or elements of teaching related to pupil learning, focused primarily on teaching technique, and believed that knowledge of sports and games was a vital component of teacher effectiveness, frequently mentioning that they were lacking in this area.