1. EDCURSEC 607 Physical Education Practice
Lecture 4: Leading Learning in Physical Education

2. Lesson Outcomes
Students will critically discuss the nature of quality teaching in junior physical education

3. Reflection through double loop learning (Argyris and Schon 1974)

4. Classroom Ecology (Doyle, 1979)
Student-Social Instructional
Tasks Tasks
An Ecology is a series of interrelated systems in which changes or disruptions in one system affect the other system.
Management Tasks

5. Task Development Stated task Actual Task Student Response
Teacher Supervises
Teacher’s response
Actual Task

6. Task Features Task boundaries Clarity and ambiguity of the task
Accountability (high or low?)

7. Accountability
If accountability is not present; (ie. If answers are not required or if any answers are acceptable), then the task system itself is suspended (Doyle, 1980, p. 103).
Accountability to which task system?

8. Uncertain definitions produce uncertain and varied responses
Clarity and ambiguity
How explicitly are the tasks defined?
Uncertain definitions produce uncertain and varied responses

9. Task Boundaries- Is the task explicit and accountability high?
-The competent bystander (Tousignant 1981)

10. Task Negotiation – the initial and fundamental goal of teaching a class is to gain and maintain student cooperation (Doyle, 1981)
Reduce the demands of the instructional task to gain cooperation with the managerial task.
Allow certain kinds of student interaction to gain cooperation.
Focus on the instructional tasks
with groups and reduce the
accountability for the class
management tasks.
4. Students modify instructional
tasks to make them ‘more fun’

11. Management – the organisation of pupils and equipment to enable the class to engage in the subject matter of the lesson (Tinning, Kirk, Evans 1993)
Routines
Preventative management
Transitions
Behaviour modification

12. Preventative Class Management
Strategies that contribute to effective teaching
Control the initial activity
Start the class promptly on time
Use a time saving device for roll call
Teach signals and routines for attention, gathering and dispersing.
Communicate high but realistic expectations
Use high rates of specific feedback and positive interaction
Avoid slow-downs and breaks
Siedentop, D. & Tannehill, D. (1993). Developing Teaching Skills in Physical Education. London: Mayfield
Devote a large amount of time to content
Devote a large percentage of content time to practice
Minimize management / wait / transition times in classroom routines
Keep students on task
Give lessons smoothness and momentum
Assign tasks that are meaningful and matched to student ability.
Keep the learning environment supportive and set high but realistic expectations
Hold students accountable for learning
Tinning, R., Kirk, D., Evans, J. (1993). Learning to Teach Physical Education. Sydney: Prentice Hall.

13. Handling students who misbehave
In our own experience what strategies have been used? Which of these work? When do they work? When do they not work?

14. Low level management strategies
Desist
Stand close to them
Pause
Make eye contact
Time out
Seating plan / change in groups
Negotiation

15. Dealing with continual misbehaviour
Respond to the behaviour NOT the person
Try and understand the cause of the behaviour
Contingency contracts
Involving others

16. Microteaching – The importance of reflecting on experiences

17. Week 3 Readings (Electronic)
Webster, C. & Schempp, P. (2008). Demystifying the wonder of expert teacher. JOPERD, 79(1),