The Validity of the Qualitative Measures of Teaching Performance Scale as a Measure of Teacher Effectiveness

Gusthart, J. Len; Kelly, Ivan M.; Rink, Judith E.

doi:10.1123/jtpe.16.2.196

Cited by 29 publications

(29 citation statements)

References 22 publications

(19 reference statements)

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“…The purpose of the present study was to determine the relationship between students' achievement in qualitative and quantitative performance of manipulative skills and ALT-PE categories. Results indicated that students improved and retained their performance in throwing and catching after the eight-lesson unit, a finding that is consistent with previous studies (i.e., Gusthart, Kelly & Rink, 1997), even though the teaching goal was sport skills learning.…”

Section: Discussionsupporting

confidence: 89%

Academic learning time in physical education (ALT-PE): is it related to fundamental movement skill acquisition and learning? (Tiempo de aprendizaje académico en educación física(ALT-PE): ¿tiene que ver con la adquisición y aprendizaje de habilidades motrices fundamentales?)

Derri¹,

Emmanouilidou²,

Vassiliadou³

et al. 2007

Rev. int. cienc. deporte

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Section: Discussionsupporting

confidence: 89%

Academic learning time in physical education (ALT-PE): is it related to fundamental movement skill acquisition and learning? (Tiempo de aprendizaje académico en educación física(ALT-PE): ¿tiene que ver con la adquisición y aprendizaje de habilidades motrices fundamentales?)

Derri¹,

Emmanouilidou²,

Vassiliadou³

et al. 2007

Rev. int. cienc. deporte

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“…They consistently demonstrated each task, used qualitative cues, and provided congruent feedback to learners. The work of Gusthart, Kelly, & Rink (1997) supports the use oftotal QMTPS score over several lessons as a measure of achievement.…”

Section: Rues: September 2001mentioning

confidence: 76%

Through the Years: A Longitudinal Study of Physical Education Teachers from a Research-Based Preparation Program

Woods

Lynn

2001

Research Quarterly for Exercise and Sport

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This study investigated factors that enhanced and constrained the career development of six teachers, who had graduated from the same university teacher education program, in their induction years (Woods & Earls, 1995) and again later in their career cycles. Three participants were physical education teachers (PETs), and three were former physical education teachers (FPETs). Fessler's (1985) Teacher Career Stage Model provided the theoretical framework. Data sources were: interviews with teachers and their teacher educators and direct observations of lessons. Results indicated that the PETs continued to have skill development as their primary teaching objective. The teachers maintained many of their teaching skills, and shifted between the career cycles of "competency building" and "enthusiastic and growing." All three FPETs left their physical education positions during the career frustration stage and at the time of publication were in the career exit stage.

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“…The South Carolina Experience is used as a clear example of success in how policy and accountability can work together to create positive changes in PE at the state level. Historically, Rink has set the pace in identifying and assessing effective teaching in PE (Gusthart, Kelly, & Rink, 1997;Rink 2010;Rink & Mitchell, 2003). However, Rink's (2013) ideas deviate from those of McKenzie and Lounsbery when it comes to narrowing the curriculum.…”

Section: Effective Teaching and The Role Of Accountability: A Bumpy Rmentioning

confidence: 91%

Effective Teaching in Physical Education: Using Transportation Metaphors to Assess Our Status and Drive Our Future

Solmon

Garn

2014

Research Quarterly for Exercise and Sport

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In our reflection on Rink's (2013), McKenzie and Lounsbery's (2013), and Ward's (2013) characterizations of effective teaching in physical education (PE), 2 themes emerged that permeate these diverse perspectives: policy and accountability. In our commentary, we focus our initial discussion on the implications that policy and accountability have on effective teaching in PE. A thread running through this discussion is the feasibility of promoting effective teaching in the context of current policy and demands for accountability. We provide an argument that school PE is in peril and draw parallels to previous commentaries of research on teaching. We conclude with comments highlighting steps that have the potential to revitalize school PE as a core element in school curricula. We argue that if school PE is to survive, it is critical that we advocate for policies that promote and support quality daily PE. To do that, we must convince decision makers that PE makes a valuable contribution to the school curriculum using data-based evidence. We must also recruit quality students into PE teacher education programs who are dynamic leaders in schools and communities. Finally, researchers in effective teaching in PE must make meaningful contributions to the broader field and work with interdisciplinary research teams to address issues related to promoting physical activity through education.

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The Validity of the Qualitative Measures of Teaching Performance Scale as a Measure of Teacher Effectiveness

Cited by 29 publications

References 22 publications

Academic learning time in physical education (ALT-PE): is it related to fundamental movement skill acquisition and learning? (Tiempo de aprendizaje académico en educación física(ALT-PE): ¿tiene que ver con la adquisición y aprendizaje de habilidades motrices fundamentales?)

Academic learning time in physical education (ALT-PE): is it related to fundamental movement skill acquisition and learning? (Tiempo de aprendizaje académico en educación física(ALT-PE): ¿tiene que ver con la adquisición y aprendizaje de habilidades motrices fundamentales?)

Through the Years: A Longitudinal Study of Physical Education Teachers from a Research-Based Preparation Program

Effective Teaching in Physical Education: Using Transportation Metaphors to Assess Our Status and Drive Our Future

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