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) ØFor the most part research on teaching PE has followed the lead of educational research. ØMuch 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 with the content to be learned  the single most crucial variable related to learning  regular and appropriate practice

ALT – Cont’d….  Success Rate: 80% success rate has been recommended (close to 50% is more realistic)  Quality Practice: related to and contributing to the learning goal  Teacher Use of Time: maximize activity time  Good Management Skills: maintain order and appropriate behavior. Students do what they are supposed to do

Effective Teaching Practices  Use of Direct Instruction  Provision of relevant (specific) and immediate feedback  Use of appropriate step-by-step progressions using clearly presented tasks  Teacher Expectancy

We are not that old!  RT-PE has established itself as a legitimate field  What is known about what good teachers do in PE has only emerged over the last 25 years