Research on Teaching Physical Education.pptVIP

Research on Teaching (RT) and Research on Teaching Physical Education (RT-PE) KNR 158 Instructional Strategies in Physical Education RT RT-PE(Research on Teaching-PE) For the most part research on teaching PE has followed the lead of educational research. Much of what PE investigators know about good teaching evolved from research in non-activity (classroom) settings Research on Teaching: A Historical Look Began in 1940’s: methods required judgements about whether a teacher was good or bad. Used rating scales (subjective) Much of the research was poorly done/disappointing 1950’s and 1960’s: suggested some process variables were desirable characteristics of good instruction (classroom climate, teacher warmth) Outcome of this work- unable to tie the variables to student learning A Historical Look – Cont’d. Late 1960’s /1970’s : The search for generic teaching behaviors effective in all classrooms. Little success due to array of classroom situations. Beginning of research to answer question: What do teachers do (process) that results in student achievement (product)? Known as process-product model Factors were identified showing some promise as being related to student achievement. 1980’s and 1990’s The arrival of qualitative methods Research from the perspective of the teacher and students (attitudes, beliefs about what they are doing/learning) Research that tended to provide a detailed description of the learning environment and helped us understand context and complexity of the gym Critical Factors Related to Student Learning in Physical Education Several variables have emerged from research on teaching that have been shown to have a relationship with student learning. What do good teachers do? Use direct instruction task oriented class clear instructional goals structured learning immediate relevant feedback students on task Academic Learning Time (ALT) Defined as the amount of time that students are engaged at an appropriate level of difficulty wi