Toward a More Comprehensive Picture of Physical Education Teaching Quality: Combining Generic and Content-Specific Practices

Autor/inn/en	Kyriakides, Ermis; Tsangaridou, Niki; Charalambous, Charalambos Y.; Kyriakides, Leonidas
Titel	Toward a More Comprehensive Picture of Physical Education Teaching Quality: Combining Generic and Content-Specific Practices
Quelle	In: Journal of Teaching in Physical Education, 40 (2021) 2, S.256-266 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Education; Teaching Methods; Educational Quality; Elementary School Teachers; Psychomotor Skills; Physical Education Teachers; Grade 3; Grade 4; Grade 5; Educational Practices; Teacher Effectiveness; Guidelines; Comparative Analysis; Tests; Motor Development; Student Surveys; Student Attitudes; Elementary School Students; Classroom Observation Techniques; Predictor Variables + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Psychomotorische Aktivität; Physical education; Physical training; Sportlehrer; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Bildungspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Richtlinien; Examination; Prüfung; Examen; Motorische Entwicklung; Schülerbefragung; Schülerverhalten; Prädiktor
Abstract	Purpose: This study explores physical education teaching quality and its effects on student psychomotor learning by bringing together generic and content-specific practices. Method: A sample of 51 elementary classroom teachers who taught physical education to third-, fourth-, or fifth-grade students (N = 944) was recruited. Student psychomotor development was measured through a pre- and postperformance test. Teaching quality was captured through classroom observations and a student survey. Results: Findings showed that more teacher-level variance was explained when combining generic and content-specific practices, as compared with that explained when considering either type of practices in isolation. Teaching aspects from both types of practices were found to be important predictors that could discriminate among teachers based on their level of effectiveness. Conclusion: A comprehensive framework of physical education teaching effectiveness could be developed involving both types of practices. This framework could be used for both summative and formative purposes in preservice or in-service teacher education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01