When you cease to make a contribution, you begin to die.

Eleanor Roosevelt

CHAPTER 2
Factors That Influence
Learning
----------------------------CHAPTER 3
Research on Teaching
Physical Education

CHAPTER 2
Process vs. Product Skill Evaluation
Is whole or part skill instruction better?

CHAPTER 3
PETE Research
30-35 years old
Began with descriptive, quantitative studies
of teacher behaviors why?

Physical Education Journals

Journal of Physical Education, Recreation and Dance (JOPERD)
Strategies
Teacher Education in Physical Education (TEPE- Discontinued
2006)
Research Quarterly for Exercise & Sport (RQES)
Journal of Teaching in Physical Education (JTPE)
The Physical Educator
Perceptual and Motor Skills

 Is it more beneficial to study teacher behaviors

or student behaviors?
How can teachers do research on their own
teaching?

The Basics: What do we know so

far?
Many teachers provide varying amounts & different types of
FB to certain groups of students (is this good/bad?).
Effective classroom managers have withitness.
Withitness- the ability of the teacher to know what is going on in the
classroom and to target behavior accurately & timely.
*TIP: Purchase as a combo with the look & eyes in the back of head.

Effective teachers exhibit specific core teaching behaviors.

More opportunity to practice (i.e., less wasted time) ALT;
ESLT = more learning.

What we know about how

students spend class time
25% waiting
20-70% management and transition
15-30% receiving information
Remaining time = ALT
Typically less than 1/3 of class time
(Siedentop & Tannehill, 2000)

Student Engagement:
The Funnel Effect
Total Class Time
Allocated Practice Time (ALT)
Engaged Time/ALT
ALT Success
(Adapted from Siedentop & Tannehill, 2000)

Critical Variables Related To

Teaching
Academic Learning Time ALT
ALT - The amount of time students practice (are
engaged in the activity).
Appropriate level?
Success?

Increased practice time = Increased learning

Most Essential Component of this class: To learn
to minimize management for the purpose of
increasing ALT.

How do we judge if the task is

at an appropriate level?
Success Rate
Whats a good success rate?
Depends on the difficulty of the task.
80%
50%

What variables alter skill

learning?
Quantity/Opportunity to participate
Success rate/Developmental appropriateness
of the task
Quality (performing the skill correctly)
Perceptions of competence
Motivation

Ways to Decrease
Inappropriate/Disruptive
Behaviors
Proactive:

developmentally appropriate content

well-planned
maximum participation
organizational arrangements
equipment protocols

Ways to Decrease
Inappropriate/Disruptive
Behaviors
Reactive:

ignore???
the look
proximity
touch
use students name
pinpointing (positive? negative?)

*Address the behavior, Not the student.

Teacher Expectations
How can teacher expectations alter
learning?
What do we know about basic
expectation theory?
How can we use this info?

Teacher Feedback
Whats the purpose of FB?
General vs Specific
Motivational & Performance
Should FB always be positive?

Whats the best way to

group students?
Keys to Cooperative Groups:
Ability to work together productively.
Task requires participation and cooperation
by all.
consider goals

Include various roles.

Clear expectations & accountability.

CONTENT

MANAGEMENT

EFFECTIVE
TEACHER

Curriculum Diamond
High School
(Developing Expertise)

Middle School
(Exploring Possibilities)

Elementary
(Building a Foundation)

ACTIVITY
TASK 1: Pick a sport skill. Describe how
you would integrate all 3 domains in your
lesson.
TASK 2: Using the same sport skill,
select a skill and list an appropriate and
logical teaching progression.
What basic elements (movement concepts)
are altered to vary skill difficulty.

Is Competition
Appropriate in Physical
Education?

ASSIGNMENTS
Read Chapter 5
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