The relationship between specialist teacher training and effective physical education teaching in the elementary school

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dc.contributor.authorGrant, Bevan Charlesen_US
dc.date.accessioned2024-08-13T22:56:10Z
dc.date.available2024-08-13T22:56:10Z
dc.date.copyright1979en_US
dc.date.issued1979
dc.degree.departmentFaculty of Education
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe purpose of this study was: (1) to determine whether there were any significant differences in teaching effectiveness and generic behaviour patterns between specialist and non-specialist physical education student teachers when teaching a physical education lesson, and, (2) to reveal if there were any behavioural differences between the most effective and least effective student physical education teachers. Eight matched pairs, a specialist with a non-specialist physical education student teacher, each taught one physical education lesson with the same theme to an intermediate class in one elementary school. The 16 lessons were videotaped. Three knowledgeable and experienced physical educators were asked to judge and rank the lessons for teaching effectiveness using a global rating. Gasson's Three Dimensional System of Interaction Analysis was used to analyze the behavioural pattern of each subject in the study. Twenty-one behavioural categories were considered in three separate dimensions; Teacher Verbal and Non-Verbal Dimension, Teacher Location Dimension, and the Child Activity Dimension. The resultsĀ· showed that no significant differences were found between the specialists and non-specialist student teachers in either their teaching effectiveness or generic behavioural patterns. However there was a noticeable variability within each group for all the behavioural categories that were considered in this study. When comparing the most effective and least effective student teachers in the study, it was found that the most effective teachers provided approximately three times more on task activity for each class member than the least effective teachers in the study. The most effective teachers also exhibited a more versatile behavioural pattern which included less negative feedback than the least effective teachers.en_US
dc.format.extent92 pages
dc.identifier.urihttps://hdl.handle.net/1828/17950
dc.rightsAvailable to the World Wide Weben_US
dc.titleThe relationship between specialist teacher training and effective physical education teaching in the elementary schoolen_US
dc.typeThesisen_US

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