1. “When you cease to make a contribution, you begin to die. ”
“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

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

3. CHAPTER 3 PETE Research Physical Education Journals 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

4. Is it more beneficial to study teacher behaviors or student behaviors?
How can teachers do research on their own teaching?

5. 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.

6. 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)

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

8. 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.

9. How do we judge if the task is at an appropriate level?
Success Rate
What’s a good success rate?
Depends on the difficulty of the task.
80%
50%

10. 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

11. Ways to Decrease Inappropriate/Disruptive Behaviors
Proactive:
“developmentally appropriate content”
“well-planned”
“maximum participation”
“organizational arrangements”
“equipment protocols”

12. Ways to Decrease Inappropriate/Disruptive Behaviors
Reactive:
“ignore???”
“the look”
“proximity”
“touch”
“use students name”
“pinpointing” (positive? negative?)
*Address the behavior, Not the student.

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

14. Teacher Feedback What’s the purpose of FB? General vs Specific
Motivational & Performance
Should FB always be positive?

15. What’s 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.

17. Curriculum Diamond Elementary High School (Developing Expertise)
Middle School
(Exploring Possibilities)
Elementary
(Building a Foundation)

18. 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.

19. Is Competition Appropriate in Physical Education?

20. ASSIGNMENTS
Read Chapter 5
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