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Carmen Peiró-Velert, Pere Molina-Alventosa, David Kirk and José Devís-Devís

This paper examines teachers’ use of printed curriculum materials (PCM) during physical education (PE) instruction in Spanish secondary schools and the role they play in the enacted curriculum and in the construction of pedagogical knowledge. Three hundred and ten participants (mean age: 37.7 ± 8.7) responded to an interview-questionnaire on teachers’ pedagogical roles and tasks linked to PCM in PE. Results indicated that while PCM were used very frequently for registering students’ attendance and recording observational notes from lessons, textbooks were less and infrequently used. Both, ‘materials for data registration’ and ‘student textbook’ showed the highest and lowest level of teachers’ satisfaction, respectively. ‘Student diary’ was the PCM used more by female and less experienced teachers than their counterparts, while textbooks were used more by experienced teachers than those with less years of teaching experience. Over fifty percent of teachers considered PCM to be ‘Quite important’ because they facilitate students to study theoretical knowledge, investigate and be creative. The paper discusses the contribution of teachers’ use of PCM to the enacted curriculum and their participation in the social construction of PE knowledge through Bernstein’s theory of pedagogic device. In particular, it indicates that PE teachers are relatively independent from external agencies in curriculum development and participate in the social construction of pedagogical knowledge. Female and less experienced teachers’ use of PCM facilitated students’ participation in the construction of knowledge, which suggests weaker framing of the teaching-learning process..

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Tim Fletcher, Ken Lodewyk, Katie Glover and Sandra Albione

implementation across Ontario. These factors warranted a more concerted and systematic effort to support teachers in using the revised curriculum. In collaboration with curriculum consultants from H&PE and other subject areas, Ophea and the Ministry of Education identified instructional coaching as a promising

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Mey A. van Munster, Laureen J. Lieberman and Michelle A. Grenier

. Coates and Vickerman ( 2008 ) reviewed a range of strategies for differentiating PE for SWDs and recommended, among other suggestions, curricular adaptation and instructional modifications. Qi and Há ( 2012 ) also encouraged further research into curricular and instructional approaches that can

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Thomas G. Almonroeder, Emily Watkins and Tricia Widenhoefer

behind toes). These results appear to support the recommendation that individuals should limit anterior knee motion when squatting. However, exercise professionals often rely on verbal instruction to alter squat technique (vs physical restrictions). As a result, it is important to explore how verbal

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Recep Gorgulu, Andrew Cooke and Tim Woodman

the wobble board during trials where they were instructed “don’t wobble” compared with trials where they were instructed to “hold steady.” Furthermore, in a dart throwing task, Oudejans, Binsch, and Bakker ( 2013 ) demonstrated that the combination of negatively worded instructions (“Be careful not to

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Duane Knudson and Karen Meaney

Institutions of higher education have embraced instructor-centered instruction using both classroom and online infrastructure. This has allowed increasing class sizes to accommodate decreasing financial support and rising costs. Oftentimes, universities have also provided limited professional

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David R. Bassett, Jeffrey T. Fairbrother, Lynn B. Panton, Philip E. Martin and Ann M. Swartz

undergraduate instruction in kinesiology departments at public research universities. Data were gathered from kinesiology department leadership at four Carnegie R1 universities (see Tables  1 and 2 ) to compare their experiences over the past 1–2 decades. In addition, kinesiology department leaders at

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Chad M. Killian and Amelia Mays Woods

primary method of disseminating knowledge in higher education ( Phillips & Trainor, 2014 ; Skiba & Barton, 2006 ). Flipped instruction is emerging as a means for college and university instructors and faculty to modify their teaching methods to increase active learning. Use of online technology to

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Chad M. Killian, Christopher J. Kinder and Amelia Mays Woods

( Trost & van der Mars, 2010 ), and school districts continue to choose to eliminate subjects such as physical education in favor of expanding the amount of instruction students receive in subjects such as reading, language arts, and mathematics ( National Association for Sport and Physical Education

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Amelia M. Lee, Dennis K. Landin and Jo A. Carter

Thirty fourth-grade students were provided two 30-min lessons on the tennis forehand ground stroke. The students and the teacher were videotaped, and, following each lesson, the students were interviewed using a stimulated-recall procedure. Frequency measures of successful practice trials were also coded for each student during each practice session. Analysis revealed a significant positive relationship between skill-related thoughts and successful performance during class. The findings support the notion that student thoughts are important mediators between instruction and student response patterns.