Search Results

You are looking at 1 - 10 of 2,617 items for :

  • "instruction" x
  • Refine by Access: All Content x
Clear All
Restricted access

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..

Restricted access

Hongying Wang, Bo Shen, and Jin Bo

connection with curriculum and instruction ( Chen & Ennis, 2009 ), situational interest (SI) and a situationally interesting learning environment have been well investigated (e.g.,  Garn, Cothran, & Jenkins, 2011 ; Hastie, Johnson, & Rudisill, 2018 ; Scott, Shen, Price, & Centeio, 2020 ). However, SI, in

Restricted access

Chih-Chia Chen, Yonjoong Ryuh, Tony Luczak, and John Lamberth

evidence has compared the effects of different instructions that induced external versus internal focus of attention on motor performance and suggested the superiority of focusing attention on movement effect ( van der Graaff, Hoozemans, Pasteuning, Veeger, & Beek, 2018 ; Wulf, Lauterbach, & Toole, 1999

Restricted access

Ben D. Kern, Wesley J. Wilson, Paul Malinowski, and Tristan Wallhead

education (PE; Kirk, 2010 ). To support this mission, teachers are urged to utilize instructional practices that appropriately challenge and engage all students in learning opportunities designed to help them acquire the necessary knowledge and skills for lifelong physical activity ( Rink, 2014

Full access

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

Restricted access

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

Restricted access

Jaehun Jung, Layne Case, Samuel W. Logan, and Joonkoo Yun

Teachers’ instructional practices are positively associated with students’ academic achievements, motivational beliefs, school-wide disciplinary actions, physical activity levels, and student engagement ( Bevans et al., 2010 ; Jin & Yun, 2013 ; Liou & Ho, 2018 ; Scott & Gage, 2020 ). Students

Full access

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

Restricted access

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

Restricted access

Eve Bernstein, Ingrid Johnson, Tess Armstrong, and Ulana Lysniak

and drills practice followed by full-fledged games and tournaments. Newer curricular models have been developed to allow a more complete experience of sport. These sport-based models organize the instruction of competitive activities depending on the age of the students and goals of the programs