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.
Hands-on experience plays a key role in every teacher education programme as it helps the prospective teacher to experience a real world of teaching rather than in abstract. One of the most difficult aspects of inclusive teacher education programmes is capacitating pre-service teachers to practice inclusion in the classroom in real live conditions. This study aimed at evaluating student-teachers’ hands-on experiences in inclusive practical PE lessons during their university preparation programme using sequential mixed-method design. 152 PE student-teachers’ in level 300 from the two universities who train PE teachers in Ghana were purposively sampled for this study. Quantitative data was collected using questionnaires while qualitative data was collected through focus group discussion with 20 of the same participants. Quantitative data were analysed using means and standard deviation and presented in tables. Inferential statistics of independent t-test was used to ascertain the mean difference between student-teachers’ hands-on experiences. Qualitative data were transcribed verbatim with trustworthiness assured through peer debriefing and member checking. Both quantitative and qualitative results showed that the university preparation programme has no practical component for inclusion in PE. Student-teachers’ hands-on teaching experience in inclusive practical PE was found to be inadequate. However, a significant difference (t (-4.020) at df (32.9), p< .005) was found between the two institutions. The study concludes that the preparation programme in the universities does not give student-teachers’ adequate inclusive practical exposure. To make inclusion experience more viable to student-teachers’, it is recommended that inclusive experiences should be incorporated into student-teachers’ on-campus teaching practice and all practical courses to help bridge the gap between theory and practice.
Questioning is one of the pedagogical strategies that ensures that students appropriately engage in relevant activities in teaching and learning environment. Questioning plays a critical role in refreshing memories of learners on their previously acquired knowledge or in the acquisition of new knowledge while a lesson is in progress. Regular questioning of students is a good practice to help learners think for themselves instead of being "spoon-fed" by the teacher. However, over concentration on lower-order questions has a dire consequence on the thinking skills of students. In this study, we used a descriptive approach to examine proportions and rate per minute of questions that occurred in a theory physical education (PE) lesson. The study involved a class of 38 students of a College of Education and one teacher (intern) of a University in Ghana. The PE lesson was video-recorded. Self-developed event recording instrument was used to collect data on questioning behaviours of both the teacher and students. Data collection instrument was validated by an expert in research (senior university faculty). Descriptively, data were analysed and presented in tables and figures. Intra-observer results of classroom events relating to questioning behaviours of the teacher and students were evaluated. Findings revealed that the proportion of lower-order questions was generally larger than higher-order questions that occurred during the lesson. Findings also showed that a total of 36 questions were asked by the teacher during the 35 minutes interaction. Specifically, the rate per minute of questions asked by the teacher at various question levels was 0.38 for knowledge, 0.35 for understanding, 0.2 for synthesis, 0.25 for evaluation, and zero for application and analysis questions. No question was asked by any of the students in the entire 35 lesson duration. We recommend that teachers should make conscious efforts to create opportunities for learners to ask questions in every teaching and learning environment.
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