Research on Teaching (RT) and Research on Teaching Physical Education (RT-PE)

1. Research on Teaching (RT) and Research on Teaching Physical Education (RT-PE) KNR 158 Instructional Strategies in Physical Education

2. RT & RT-PE(Research on Teaching-PE) • For the most part research on teaching PE has followed the lead of educational research. • Much of what PE investigators know about good teaching evolved from research in non-activity (classroom) settings

3. Research on Teaching: A Historical Look • Began in 1940’s: methods required judgements about whether a teacher was good or bad. • Used rating scales (subjective) • Much of the research was poorly done/disappointing • 1950’s and 1960’s: suggested some process variables were desirable characteristics of good instruction (classroom climate, teacher warmth) • Outcome of this work- unable to tie the variables to student learning

4. A Historical Look – Cont’d. • Late 1960’s /1970’s : The search for generic teaching behaviors effective in all classrooms. Little success due to array of classroom situations. • Beginning of research to answer question: What do teachers do (process) that results in student achievement (product)? • Known as process-product model • Factors were identified showing some promise as being related to student achievement.

5. The arrival of qualitative methods Research from the perspective of the teacher and students (attitudes, beliefs about what they are doing/learning) Research that tended to provide a detailed description of the learning environment and helped us understand context and complexity of the gym 1980’s and 1990’s

6. Critical Factors Related to Student Learning in Physical Education • Several variables have emerged from research on teaching that have been shown to have a relationship with student learning.

7. What do good teachers do? • Use direct instruction • task oriented class • clear instructional goals • structured learning • immediate relevant feedback • students on task

8. Academic Learning Time (ALT) • Defined as the amount of time that students are engaged at an appropriate level of difficulty with the content to be learned • the single most crucial variable related to learning • regular and appropriate practice

9. ALT – Cont’d…. • Success Rate: 80% success rate has been recommended (close to 50% is more realistic) • Quality Practice: related to and contributing to the learning goal • Teacher Use of Time: maximize activity time • Good Management Skills: maintain order and appropriate behavior. Students do what they are supposed to do

10. Effective Teaching Practices • Use of Direct Instruction • Provision of relevant (specific) and immediate feedback • Use of appropriate step-by-step progressions using clearly presented tasks • Teacher Expectancy

11. We are not that old! • RT-PE has established itself as a legitimate field • What is known about what good teachers do in PE has only emerged over the last 25 years