Instructional cue (IC) plays an important role in directing student's attention toward the most critical information about a movement task. Notably, an incorrect performance of a skill practiced for a long period is difficult to correct later. For this reason, physical education (PE) teachers need to constantly develop and implement good strategies that enhance students' acquisition of critical features of movement skills. Teachers must use a variety of ICs targeted fairly at individual students and whole class. For effectiveness, different types of teachers' ICs must be provided in an instructional setting. However, little is known about the effectiveness of teachers' ICs in practical PE setting. The purpose of this pedagogical research in PE setting was to investigate targets, types and rate per minute of teachers' ICs in netball shooting skill. The study was situated in three selected colleges of education (CoE) where descriptive processes were used to conduct the investigation. Digital video was utilized to record naturally occurring classroom events of pre-service teachers (n=77) and PE teachers (n=4). The videorecorded lesson lasted 1 hour (60 minutes). Two independent recorders used event recording instrument to document classroom events relating to types and targets of teachers' ICs. Inter-observer agreement procedures revealed a good reliability of data collected for the study. Descriptive analyses were conducted using mainly percentages, frequencies and means. Major findings of the study showed that verbal, visual and kinesthetic ICs were the main types of Teachers' ICs used during the instructional period. However, verbal ICs dominated the observed practical lesson. Findings also revealed that more verbal ICs were provided to the group than individual students. Non-verbal ICs which involved demonstrations and signals were mostly used to facilitate individual students' acquisition of the shooting skill in netball. In each minute, students received teachers' IC relating to the proper technique of performing assigned task.
Often, children draw inspiration from teachers who participate in regular physical activity for health and wellbeing. In this study, we examined 1) teachers' self-rated participation level in physical activity and perception of the value of physical activity for enhancing health and wellbeing 2) teachers' gender and class level differences in participation of physical activity and perception of the value of physical activity for enhancing health and wellbeing and 3) the correlation between teacher participation in physical activity, perception of the value of physical activity and the frequency at which physical education lessons were taught. The study adopted a cross-sectional survey with a sample of 172 subjects out of estimated population of 300 in six randomly sampled educational circuits in the Volta Region, Ghana. Self-structured questionnaire was validated by means of expert opinion and was found dependable for data collection. Pre-data analyses were performed to screen and clean data from probable errors. Data analyses were performed using Statistical Package for Social Sciences (SPSS for Windows, Version 17). The study found that the extent to which most public primary school teachers participated in physical activity was generally low. To great extent, teachers perceived positively the value of physical activity for enhancing health and wellbeing. The study did not show statistically significant differences in gender and class level participation of teachers in regular physical activity and perceptions of the value of physical activity for enhancing health and wellbeing. Positive correlation was found between teachers' participation in regular physical activity and the frequency at which physical education lessons were taught in public primary schools.
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