). Using case studies and stimulated-recall interviews, this line of research—with both youth-sport and high-performance ice hockey coaches—illustrated that when making decisions during competition coaches considered both the contextual information from the game and their personal knowledge of the athletes
Julia Allain, Gordon A. Bloom, and Wade D. Gilbert
Deborah S. Baxter and Oleg A. Sinelnikov
high school coaching assistant in the same school in which he completed his internship. Data Collection Semistructured individual interviews (two per participant × 60–75 min) and stimulated recall interviews (one per participant × 45–60 min) served as primary data collection sources. The first
Shrehan Lynch and Matthew D. Curtner-Smith
Michael’s content and pedagogies. Michael then took part in three stimulated recall interviews . These interviews involved Michael watching filmed episodes of his teaching from the early field experience which the first author deemed to be examples of inequitable teaching. Michael was asked to reflect on
Leah K. May, Matthew D. Curtner-Smith, and Stefanie A. Wind
indicated or illustrated PTs’ value orientation priorities and the influences that shaped these priorities. Finally, the first author collected data from one 60-min stimulated recall session Stella conducted with the PTs. During this session, PTs observed film of themselves teaching during the EFE
Zachary Wahl-Alexander and Matthew Curtner-Smith
their negotiating skills within stimulated recall interviews ( DeMarrais, 2004 ) and through journaling ( Bell, 1993 ). The former involved the PTs being filmed teaching their fourth and 12th EFE lessons and watching the lessons with the first author within 48 hr after they had been filmed. Within these
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.
Catherine D. Ennis
This research examined content and task decisions of 11 urban secondary physical educators who placed a high priority on social curriculum goals. Transcript data from a stimulated-recall protocol were analyzed using constant comparison to determine the extent to which content and task decisions represented social justice and reform goals of social reconstruction or of citizenship and positive interaction more consistent with social responsibility. Results suggested that teachers’ content decisions were consistent with the goals of cooperation, teamwork, and involvement within the social responsibility value orientation. Task structures for middle school programs involved large group activities, while high school tasks focused on individual activities performed as a member of a small group.
Collin A. Webster
Expert golf instructors self-monitor their instruction and communication more than any other aspects of their teaching (Schempp, McCullick, Busch, Webster, & Sannen-Mason, 2006). Despite its apparent importance, however, the communication of expert golf instructors has received little investigative attention. The purpose of this study was to examine the instructional communication behaviors of 4 of the most highly accomplished golf instructors in the United States. Ladies Professional Golf Association instructors who met criteria for expert teaching (Berliner, 1994) and 4 students participated in the study. Videotaping, stimulated recall, and semistructured interviews were used to collect data on the teachers’ immediacy, communication style, and content relevance behaviors. Data were analyzed using modified analytic induction (Bogdan & Biklen, 1992). Findings indicated that the experts adapted their communication behaviors in ways that fit students’ learning preferences, personal experiences, and lesson goals. The findings resonate with previous research on expert teaching in terms of experts’ instructional flexibility.
Gunn Nyberg and Hakan Larsson
The purpose of this article is to explore physical education (PE) teachers’ content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline the different ways of conceptualizing movement capability. Five different ways of conceptualizing movement capability were identified, which indicates the complexity of the concept movement capability. However, the result also provides a structure for developing a systematic and structured way of conceiving movement capability. In this study we have highlighted a multifaceted, nuanced and differentiated picture of movement capability to see moving as educationally valuable. We conclude by emphasizing that movement capability should not be restricted to only its constitutive parts as teachers’ plan PE teaching, but should be approached as a whole.
Wade D. Gilbert, Pierre Trudel, and Leon P. Haughian
This study provided a descriptive analysis of the interactive decision making factors considered by coaches of youth ice hockey (aged 10–15 years) during games. Using a multiple–case study design, data were collected using a combination of semistructured interviews and an adapted version of stimulated recall interviews. An inductive analysis of the interview transcripts revealed 5 types of interactive decisions, 5 types of goals, and 21 types of factors. The factors were regrouped into two categories (Field Information and Coach Knowledge) and four subcategories (Objective Information, Subjective Information, Player Characteristics, and Knowledge of the Game). Although individual coach differences were found, important cross-coach similarities also emerged. On average, between 2.6 and 3.2 factors were cited for each interactive decision. The adoption of dichotic (yes-no) decision making models based exclusively on player performance, and the ecological validity of conducting lab-based studies to examine the interactive decision making of coaches, is challenged.