Research on Effective Teaching in Elementary School Physical Education

Rink, Judith E.; Hall, Tina

doi:10.1086/529103

Cited by 89 publications

(90 citation statements)

References 9 publications

(9 reference statements)

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“…Physical education teachers face multiple social interactions in a more complex context than classroom teachers. Teachers who have been prepared to teach physical education have specialized knowledge (i.e., movement skills, observational skills) that help them make appropriate decisions and understand how to develop and maintain productive learning in a highly fluid and fast-moving environment (Rink & Hall, 2008). Besides, student physiological and psychological reactions to physical fitness, motor development, competition or body expression are highly personal.…”

Section: Discussionmentioning

confidence: 99%

Emotional Intelligence and Self-Efficacy Among Physical Education Teachers

Mouton

Hansenne

Delcour

et al. 2013

Journal of Teaching in Physical Education

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Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of Efficacy Scale (TSES) were administered to a sample of 119 physical education teachers. The main results show a positive association between EI and self-efficacy, and more particularly that the sociability factor of EI predicted the TSES total score. Moreover, neither age nor teaching time experience was related to EI or self-efficacy scores. These results both confirm and extend previous findings on the association between EI and self-efficacy. Suggestions are provided for specific EI training for physical education teachers.

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Section: Discussionmentioning

confidence: 99%

Emotional Intelligence and Self-Efficacy Among Physical Education Teachers

Mouton

Hansenne

Delcour

et al. 2013

Journal of Teaching in Physical Education

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“…However, the data has indicated that the simple change of dress shoes into running shoes can positively influence the perceptions of the children toward the teacher, the subject area, and the learning environment. Research endeavours regarding PE that have considered effective learning environments have focused on issues such as planning, assessment, and delivery methods (Metzler, 2005;Rink & Hall, 2008). However, in this study, participants consistently communicated that teacher clothing can assist in the effectiveness of PE teaching.…”

Section: The Impact Of Teacher Clothing On the Learning Environmentmentioning

confidence: 71%

“…Teachers of PE are effective when they are well organised; have established routines; manage learning environments; follow developmentally appropriate programs; and assess for learning (Rink & Hall, 2008). Effective teaching of PE results in the development of knowledge, skills, and attitudes to live healthy active lifestyles (Gleddie et al, in press;Pangrazi & Beighle, 2013).…”

Section: Effective Teaching In Pementioning

confidence: 99%

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Symbolism of clothing: The relationship between teacher clothing and children’s perceptions in primary school physical education

Bradford¹,

Hickson²

2017

LCJ

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Teachers of physical education (PE) have the responsibility to develop and teach programs that physically educate primary school children. How teachers achieve this aim is a critical consideration. Issues such as planning, delivery, and evaluation are constant themes of consideration; however, other areas of preparedness such as personal presentation are not often investigated. The purpose of this research study was to determine whether a primary school teacher's choice of clothing in PE impacted children's perceptions toward that teacher and the PE lesson. Primary school-aged children from six northern Alberta, Canada schools participated in the study. Quantitative data was collected through the use of a specificallydesigned Mannequin Clothing Assessment Questionnaire (MCAQ); while focus group interviews were employed to collect qualitative data. Both quantitative and qualitative data illustrated that teacher clothing is perceived by children to be important in PE lessons. Running shoes, athletic-style pants, and a golf shirt were perceived to be the most effective clothing choices for the ability to demonstrate, role modeling, safety, comfort, and mobility when teaching PE. This information may prove to be beneficial to the literature on effective teaching, teacher as a role model, and the symbolism of teacher clothing.

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“…For example, two students at different skill levels of dribbling will have differentiated tasks. Additionally, ensuring that students achieve an approximately 80 percent success rate before moving on to the next task is also important (Rink & Hall, 2008). If students are not successful, then they will not want to engage in the task.…”

Section: The Principlesmentioning

confidence: 99%