Research on Teaching Physical Education: New Knowledge and Cautious Optimism

Abstract

Researchers who study the teaching of physical education have examined teacher and student behavior using systematic observation, teacher feedback to students, the application of principles of motor learning and, more recently, task analysis and the qualitative paradigm. Although research has had limited impact on the teaching of physical education in the schools to date, Placek and Locke suggest that cautious optimism is now in order due to newly acquired knowledge and a new generation of teacher educators. vigorous research enterprise has existed in the field of *~ physical education for more than half a century. Instructional methods, however, attracted substantial attention only after 1950. At first, the bulk of this literature consisted of masters' theses and doctoral dissertations, many of them involving &dquo;method A versus method B&dquo; comparisons and inventories of teacher characteristics. Not surprisingly, much of this was uninformative, little of it was cumulative, and none of it influenced either teacher educators or working practitioners in the schools.Over the past 25 years, the currents of ideology have produced most of the changes in how Americas school children are taught movement skills and exercise. Movement education (Logdson et al., 1984), an importation from Great Britain, and MosstOlls Spectrum of Teaching Styles (Mosston, 1981), both data-free exercises in logical analysis, have discernibly altered both teacher preparation and teaching practice at the elementary level. In contrast, instruction at the secondary level remains relatively unaltered by either ideology or rationalized changes based on knowledge.Over the past two decades, however, systematic observation instruments, descriptive analyses of life in the gymnasium, process/product studies of teacher effectiveness, behavioral analyses of training interventions, and, most recently, use of the qualitative paradigm have arrived in the gym. The results have been a rapidly-expanding literature, great strides in the sophistication of research design, the development of programmatic research commitments by individuals and institutions, new journal outlets devoted to pedagogical studies, and a generation of young professor/scholars who have continued lines of inquiry beyond their dissertations and into productive careers. Accordingly, this is an appropriate time to share both our estimate of the progress made and our sense of the frustrations encountered in attempting to use research to improve professional practice in physical education.

Using Discourse Analysis to Change Physical Education

“…This criticism of the inability of larger theoretical concerns, especially from a critical standpoint, to inform and influence practice, had been noted already by commentators such as Ellsworth (1989), Lawson (1990), O'Sullivan, Siedentop, and Locke (1993), and Placek and Locke (1986). This concern will be addressed in this paper.…”

Alternative Paradigm for Research and Practices in Physical Education Teacher Education

“…The PETE program based on instrumental rationality (McKay, Gore, & Kirk, 1990), however, brought about a theory-practice gap. Despite the increasing development of scientific research on physical education, the results of research are not applied to the practice of physical education teachers (Placek & Locke, 1986). Schon (1987) argued that the scientific knowledge learned in professional training is not relevant when preservice teachers graduate and face diverse and the uncertain nature of practices.…”

Analysis of different class sizes on decision making processes and teaching behaviors of highly experienced teachers (HETs) and less experienced teachers (LETs)

“…As , Graham and Heimerer (1981), and Placek and Locke (1986) described, effective teachers motivate and encourage students to be physically active with the highest amount of praise and feedback possible in a class when compared to less effective teachers. Experienced teachers showed more warmth and cared more about students by encouraged and motivated students more during lessons.…”

“…Part of the reason that students have not correctly learned a skill may be due to inadequate amounts of feedback during class . Providing feedback is an essential element in facilitating student engagement, fostering positive perceptions of ability, and improving performance in physical education (Placek, & Locke, 1986;Fredenburg, Lee, & Solmon, 2001;Tjeerdsma, 1997).…”

“…Effective teachers motivate and encourage students for being physically active with the highest amount of praise and feedback in a class compared to less effective teachers Graham & Heimerer, 1981;Placek & Locke, 1986). Most students are encouraged by a positive way of teaching so that praise, positive feedback, and specific feedback on students' performance could be effective in enhancing the performance of the subject matter tasks.…”