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Donetta J. Cothran and Pamela Hodges Kulinna

It was the purpose of this study to examine students’ perspectives on three teaching strategies. Seventy middle school students were interviewed, and they rank ordered the strategies. A constant comparison process guided the interview data analysis, while the rank order data were analyzed via descriptive statistics and a Friedman Analysis of Variance by Ranks. Two key concepts that influenced students’ perspectives on the effectiveness of the teaching strategies were their conceptions of the affective dimensions of each strategy and their knowledge beliefs.

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Sandra L. Gibbons and Vicki Ebbeck

This study examined the effectiveness of social learning (SL) or structural developmental (SD) teaching strategies on the moral development of elementary-age students. Participants were 204 physical education students in Grades 4,5, and 6; three classrooms in each grade were randomly assigned to control, SL, or SD groups. Self-report measures assessed moral judgment, reason, and intention; teachers rated prosocial behavior. By mid- and postintervention class-level analyses, the SL and SD groups scored significantly higher than the control on moral judgment and/or intention; by postintervention, the SD group was significantly higher on moral reason. Mid- and postintervention student-level analyses showed that the SL and SD groups scored significantly higher on moral judgment, intention, and behavior; the SD group was significantly higher on moral reason. These results provide support for the effectiveness of both social learning and structural-developmental teaching strategies on the moral development of children in physical education.

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Vitor Ciampolini, Martin Camiré, William das Neves Salles, Juarez Vieira do Nascimento, and Michel Milistetd

.g., Nelson, Cushion, & Potrac, 2013 ; Trudel, Culver, & Werthner, 2013 ) to counter coaches’ negative perceptions of such training opportunities, often manifested in the form of poor didactics, highly prescriptive teaching strategies, and little involvement of coaches in the learning process ( Mesquita et

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Karen S. Meaney, Melanie A. Hart, and L. Kent Griffin

Social-Cognitive Theory (Bandura, 1986, 1999) served as the framework to explore overweight children’s perceptions of different physical activity settings. Participants were children (n = 67) enrolled in an after-school and summer program for overweight African-American and Hispanic-American children from low-income families. To gain insight into the children’s thoughts encompassing their participation in both the after school/summer program and their physical education classes at their respective elementary schools, all of the children individually participated in semistructured interviews. Children enjoyed their involvement in the after-school/summer program and described social, physical, and cognitive benefits related to their participation. Interview data also revealed children’s ideas and suggestions for adapting physical education to enhance participation in physical activity. Based on these results, instructional and management strategies focusing on promoting a nurturing environment in physical activity settings for all children (overweight and nonoverweight) are presented and discussed.

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Karen S. Meaney, L. Kent Griffin, and Melanie A. Hart

This investigation examined the effect of model similarity on girls’ acquisition, retention, transfer, and transfer strategies of a novel motor task. Forty girls (mean age = 10 years) were randomly assigned to conditions in a 2 (model skill level) ✓ 2 (model sex) factorial design using four treatment groups: (a) male skilled, (b) male learning, (c) female skilled, and (d) female learning. Quantitative data were collected throughout all phases of the investigation. ANOVA results for transfer strategies revealed a significant main effect for model skill level and model sex. Participants observing a female model or a learning model transferred significantly more learning strategies than did participants observing a male or skilled model. After quantitative data collection, qualitative data were obtained via structured interviews and assessed through content analysis. Results from the interview analyses underscored the need to include models of similar sex, as well as learning models when instructing girls in motor skills.

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Sarpreet Kahlon, Kiah Brubacher-Cressman, Erica Caron, Keren Ramonov, Ruth Taubman, Katherine Berg, F. Virginia Wright, and Alicia J. Hilderley

. Program delivery Cocreate session content with participant. Adopt an autonomy-supportive teaching style. Use teaching strategies to break down movements. Provide feedback on technique. Tailor feedback to participant preferences. Prompt self-reflection. Link practiced activities to goals. Theme 1: “World

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Amparo Escartí, Ramon Llopis-Goig, and Paul M. Wright

, 2011 ) that characterize and distinguish it from others. One such element is a set of responsibility-based teaching strategies that promote or foster personal and social responsibility. These strategies include but are not limited to modeling respectful behavior, fostering social interactions

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K. Andrew R. Richards and Victoria N. Shiver

the development of the model. As we conducted this analysis, we noted the experiences and processes that led him to develop the model as well as changes to the levels and goal structure, teaching strategies and behaviors, suggested lesson format, and name modifications. We cataloged key turning points

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Eishin Teraoka, Heidi Jancer Ferreira, David Kirk, and Farid Bardid

studies have provided information on learning outcomes and how these were assessed, they provided little information on other aspects of pedagogy (i.e., teaching strategies and lesson content). To understand how and why affective learning occurs through intervention programs, it is important to provide