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Erika M. Pliner, April A. Dukes, Kurt E. Beschorner and Arash Mahboobin

will quantify student engagement by teaching method (lecture, classroom activities, and laboratory tours). Findings from this work will characterize the effects of student-specific content on student engagement and provide insight on student engagement across teaching methods. Methods Participants

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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

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

using technology. The convenience of online instruction may also be appealing to physical educators who wish to offer blended or fully online courses as electives for high school students who have completed district requirements. Teaching methods have recently emerged that combine online

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Qiao Zhu, Hejun Shen and Ang Chen

preservice physical education teachers’ value orientations. The Value Orientations Value orientations refer to beliefs of educational priorities from which teachers engage in content selection, teaching methods adoption, learning goal conceptualization, and assessment decision at both philosophical and

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Brian R. Bolt

The purpose of this study was to investigate and describe whether cognitive growth occurred among preservice physical educators in an elementary educational games class in which case discussions were used as a teaching method. Cognitive growth was defined as the ability to identify problems and generate possible solutions while drawing on concepts and personal experiences. Assessing whether change takes place and exploring connections between cognitive growth and the case discussions is an important first step toward learning about the potential effects of case discussions in physical education. Data were case discussion transcriptions, interviews, and preservice teachers’ written reflections on lesson episodes completed before and after their participation in three case discussions. Cases were complex narratives about elementary physical education teaching and learning. Data revealed an improved general propensity to identify problems, suggest solutions, and cite concepts in written reflections. Connections between cognitive growth and the case discussions are explored.

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James E. Johnson, Lawrence W. Judge and Elizabeth Wanless

Incorporating a national competition with the traditional case teaching method offers a unique and intense learning experience beyond what can be achieved in a typical classroom format. This paper discusses a graduate Sport Administration experience from preparation to presentation for students and faculty in the case study competition annually sponsored by the College Sport Research Institute (CSRI). Included is a thorough review of the case method highlighting what to expect from adopting this alternative teaching technique. The role of the faculty advisor is explained from both a theoretical and functional perspective with particular attention given to advising in a competition format. Student learning experiences were assessed using open-ended survey questions designed to encourage student reflection. Although students reported an immense time commitment, they were overwhelmingly satisfied with their competition experience that included in-depth learning, essential skill building, and real-world application.

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Weiyun Chen, Kristin Hendricks and Weimo Zhu

The purpose of this study was to design and validate the Basketball Offensive Game Performance Instrument (BOGPI) that assesses an individual player’s offensive game performance competency in basketball. Twelve physical education teacher education (PETE) students playing two 10-minute, 3 vs. 3 basketball games were videotaped at end of a basketball unit in one physical education teaching methods course. Two investigators independently coded each player’s offensive game behaviors with BOGPI. The interrater reliability of the BOGPI was 99% and the alpha reliability coefficient for the total scale of the BOGPI was .95. The content validity evidence of the BOGPI was established by six experienced experts’ judgment. The results of this study indicate that the BOGPI is a theoretically sound and psychometrically supported measure that can be used by researchers and teacher educators to assess the preservice teachers’ offensive game performance ability in basketball.

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Mary Jo Sariscsany and Frank Pettigrew

Few teaching areas receive greater attention by administrators than classroom management and discipline. Given the importance of managerial skills, how do teachers develop the pedagogical content knowledge and skill to assist in the appropriate selection and application of management techniques? This study was designed to compare the Interactive Video Classroom Management Training Program (IVCMTP), a teacher-directed videotape, and a traditional lecture instructional mode for instructional effectiveness in developing teaching candidates’ declarative knowledge of classroom management. ANCOVA indicated significant group effects (p < .05). Post hoc procedures revealed that the interactive video instruction program group scored significantly higher on a cognitive managerial assessment instrument than the teacher-directed video instruction group, the teacher-directed instruction group, or the control group. An interactive video training program appears to be an effective means for developing classroom management knowledge when compared to more traditional teaching methods.

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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.

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Emily M. Jones, Jun-hyung Baek and James D. Wyant


The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.


Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively.


Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs’ experiences integrating technology.


Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.