The purpose of this study was to describe and interpret cooperative learning in a secondary school physical education program. A multiple-method case study design was used to investigate the physical education environment. One eighth grade girls handball class in its first year of cooperative learning was compared to an eleventh grade girls handball class in its fourth year of cooperative learning. The qualitative inquiry included interviewing the students and the physical education teacher, taking field notes, and analysing relevant documents. A modified version of the task structure observational system (Siedentop, 1994) was used as a quantitative measure of the instructional ecology of the two physical education classes. Data revealed that both classes had low management, transition, and wait times. The grade eleven class spent less time in instruction and more time in engagement than the grade eight class. Both classes showed a similar amount of opportunities to respond during activity, but the eleventh grade class exhibited higher successful student responses. The cognitive engagement was integral to the functioning of both units. This included time used by the students, instead of direct instruction by the teacher, for learning a skill, reviewing material learned, planning a strategy at the beginning of a game, implementing change in activity during the game, and reflecting on activity after the game. The study revealed that both teacher and students understood and could visibly see the benefits that cooperative learning offered to the physical education program. This example of cooperative learning in physical education incorporated the basic elements of positive interdependence, individual accountability, face-to-face interaction, social and interpersonal skills, and group processing, which are germane to effective cooperative learning.

The purpose of this study was to investigate the relationship between teachers' expectations of performance, teacher training, and student gender, with student achieved Academic Learning Time (A.L.T.) of grade six students. To examine the following relationships four main hypotheses were generated. It was hypothesized that: 1 There would be a positive relationship between A.L.T. and teachers' expectations of performance in Physical Education. 2 Teachers with Physical Education majors would have greater A.L.T. than those with Physical Education minors, or generalist classroom teachers. 3 There would be no difference in A.L.T. totals between student gender. 4 There would be less student off-task time in Physical Education majors classes, than in the Physical Education minors, and the generalist teachers'. This study also examines the relationship between teachers' perception of student effort, student grades in physical education, and student achieved Academic Learning Time. Finally, it was possible to investigate how student expectations of performance are developed by teachers in Physical Education. Six, grade six, classes taught by male teachers were selected for observation in the study. Two P.E. majors, two P.E. minors, and two generalist teachers' classes were observed. Each of these teachers conducted a rank-ordering of students in their class, based on their expectation of student performance. From this rank ordering, six students from each class were selected for observation during the study. Each class was observed three times, using the Academic Learning Time Version II instrument to collect data. At the conclusion of the study, teachers were also asked to submit student grades for the first and second term, rate student effort over the three observed lessons, and complete a teacher demographic information sheet. Results indicated that a positive relationship existed between teachers' expectancy and A.L.T.. It was found that P.E. majors had higher A.L.T. than did P.E. minors, or generalist teachers. No significant difference was found between student gender groups. Differences in off-task time levels were not noted between teacher training groups. A significant relationship was found between student perceived effort and student A.L.T.. Finally, it was indicated that teachers primarily use student ability and skill level in determining students' expectancy level. Recommendations for future research on this topic suggest that a larger sample size be used and that lesson and activity structure be controlled in comparative A.L.T. studies. It appears that more research is needed to substantiate the relationship between A.L.T. and teacher training, and the relationship between student achievement and A.L.T.. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study supported Schon's notions of reflective practice as being applicable to teachers involved in teaching physical activities in the context of unforgiving learning environments and specifically to teachers in the sport diving community. According to Schon, one's ability to recognize patterns and act effectively and efficiently in situations of uniqueness and uncertainty depends upon one's capacity to frame problems. In doing so, one draws upon a repertoire of past experience arid ways of capturing that experience which enables the development of the ability to reframe problems in light of information gathered from the direct experience. Reframing occurs through the processes of reflection-in-action and reflection-onaction and is a response to an internal dialogue related to the action setting, in which something has not happened as expected, thus producing a curious or intrigued response. A number of issues specific to teacher reflection in unforgiving learning environments emanated from the analysis of one sport diving teacher engaged in teaching an entry-level sport diving course which involved three different teaching environments (the classroom setting, the confined water [pool] and open water [ocean] environments). Three research questions guided the analysis. In answer to the first research question: What factors do sport diving practitioners reflect upon in each of the three environments? six reflective themes were identified in this case study with five being common across the three teaching environments and the remainder being specific to the classroom environment. The common themes were: a trusting relationship, the necessity of teacher control, to see the 'unforgivingness' of the environment, learning from one's practice, challenges to one's practice and understanding one's practice. In answer to the second research question: What influences the reflective process? the analysis revealed thirteen underlying or influencing factors or dispositions across the three teaching environments with eight of them being common to either two, or all three, of the environments. In answer to the third research question: What is the nature of sport diving practitioners' reflective practice? five categories have been used to address the analysis: 1) across environment related, 2) classroom and confined water (pool) related, 3) confined water (pool) and open water (ocean) related 4) classroom and open water (ocean) related and 5) specific to one environment. The reflection process documented in this study suggested that Schon's notion of reflective practice is very applicable to the professional development of sport diving as his conception of reflection applies to the three areas of teaching which exist in unforgiving learning environments: the problem solving disposition of teacher reflection, the learning from one's practice, and the probing of internal dialogue. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.

Teachers in physical education, in common with all other teachers, are confronted with two problems. One relates to the question of what to teach and the other related to the question of how to teach. The first is referred to as the content of the curriculum, and the second is considered the technique of teaching. The application of sound teaching techniques with the use of properly selected and organized activities will increase the effectiveness of skills teaching. This thesis does not take up the technique or method of teaching, rather it is concerned with the matter of formulating a partial course of study for some of the activities that should be taught at Lodi Union High School.

No description available.

No description available.

M.Ed. (Media Studies) / The task of the school is to use the various school subjects to assist pupils towards maturity. Each subject has a particular role to play in the education occurrence. Physical Education, which is a required subject, has its special role. A number of misconceptions about the educational values of Physical Education need to be cleared up. In addition, the questionnaire which served as a pilot study brought into focus some problems encountered in teaching this subject. In this study, the objectives of Physical Education form the basis of a demonstration of the position occupied by Physical Education in the education occurrence. It is imperative that all these objectives should be realised. There are, however, many teachers of Physical Education who experience difficulty in achieving these objectives on the cognitive, affective, movement, physical and social levels. Video is offered as a means to assist teachers in the attainment of the objectives of Physical Education. Using a detailed plan of a Physical Education lesson, demonstration is given at every phase of the lesson how a video programme can be integrated with the teaching. The unique characteristics of video, which differ from those of any other medium, make it possible for successful integration into every phase of a lesson. Using video, the teacher is placed in a better position to attain the objectives of Physical Education. It is important to realise that video cannot replace all the other educational media used by the Physical Education teacher and that it should not be considered the only solution to problem areas in the teaching of Physical Education.

published_or_final_version / Education / Master / Master of Education

Pang Chi-jing, Agatha. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 54-62). / Text in English; abstracts in English and Chinese. / Pang Chi-jing, Agatha. / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.viii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- RATIONALE FOR STUDYING EQUIPMENT MODIFICATION --- p.2 / Chapter 1.2 --- LIMITATIONS OF PREVIOUS STUDIES --- p.4 / Chapter 1.2.1 --- STUDY ON SINGLE DOMAIN --- p.4 / Chapter 1.2.2 --- FOCUS ON SPECIFIC GROUP AND GENDER --- p.4 / Chapter 1.2.3 --- LABORATORY RESEARCH --- p.5 / Chapter 1.3 --- FOCUS ON MULTIPLE VARIABLES --- p.6 / Chapter 1.4 --- PURPOSE OF STUDY --- p.7 / Chapter 1.5 --- OBJECTIVE OF THE STUDY --- p.7 / Chapter 1.6 --- DEFINITION OF TERMS --- p.8 / Chapter 1.7 --- SIGNIFICANCE OF THE STUDY --- p.8 / Chapter CHAPTER TWO --- REVIEW OF LITERATURE --- p.9 / Chapter 2.1 --- STUDENT LEARNING IN PHYSICAL EDUCATION --- p.10 / Chapter 2.1.1 --- STUDENT LEARNING IS THE ULTIMATE GOAL IN PHYSICAL EDUCATION --- p.10 / Chapter 2.1.2 --- LEARNING PROCESS IN PHYSICAL EDUCATION --- p.11 / Chapter 2.1.3 --- MEASUREMENT OF STUDENT LEARNING IN PHYSICAL EDUCATION --- p.12 / Chapter 2.2 --- MODIFYING ACTIVITIES FOR DEVELOPMENTAL APPROPRIATENESS --- p.13 / Chapter 2.2.1 --- CONSIDERATIONS WHEN MODIFY ACTIVITIES FOR DEVELOPMENTAL APPROPRIATENESS --- p.13 / Chapter 2.2.2 --- PREVIOUS STUDIES ON MODIFICATIONS --- p.14 / Chapter 2.3 --- STUDENT ACHIEVEMENT --- p.15 / Chapter 2.3.1 --- EQUIPMENT MODIFICATION AND STUDENT ACHIEVEMENT --- p.15 / Chapter 2.4 --- STUDENTS'PERCEPTION OF OWN ABILITY IN PHYSICAL EDUCATION --- p.17 / Chapter 2.4.1 --- SELF-EFFICACY AS A MEASURE OF STUDENTS'PERCEPTION OF THEIR ABILITY --- p.17 / Chapter 2.4.2 --- SELF-EFFICACY AND STUDENTS' MOTOR PERFORMANCE --- p.18 / Chapter 2.4.3 --- SELF-EFFICACY AND EQUIPMENT MODIFICATIONS --- p.19 / Chapter CHAPTER THREE --- METHODOLOGY --- p.21 / Chapter 3.1 --- PARTICIPANTS --- p.21 / Chapter 3.2 --- EQUIPMENT --- p.21 / Chapter 3.3 --- RESEARCH DESIGN --- p.22 / Chapter 3.4 --- INSTRUMENTATION AND DATA COLLECTION --- p.22 / Chapter 3.4.1 --- VOLLEYBALL SKILLS TEST --- p.23 / Chapter 3.4.1.1 --- VOLLEYBALL SERVING TEST --- p.23 / Chapter 3.4.1.2 --- VOLLEYBALL PASSING TEST --- p.23 / Chapter 3.4.2 --- SKILL-RELATED SELF-EFFICACY --- p.24 / Chapter 3.4.3 --- KNOWLEDGE TEST --- p.25 / Chapter 3.4.4 --- STUDENTS' PREFERENCE OF EQUIPMENT --- p.25 / Chapter 3.5 --- PROCEDURES --- p.26 / Chapter 3.5.1 --- PRIOR TO VOLLEYBALL LESSONS --- p.26 / Chapter 3.5.2 --- PRETEST --- p.26 / Chapter 3.5.2.1 --- SELF-EFFICACY QUESTIONNAIRE AND VOLLEYBALL KNOWLEDGE TEST --- p.26 / Chapter 3.5.2.2 --- VOLLEYBALL SKILL TEST --- p.27 / Chapter 3.5.3 --- VOLLEYBALL LESSONS --- p.27 / Chapter 3.5.3.1 --- VERIFICATION OF TEACHING CONTENT --- p.27 / Chapter 3.5.4 --- POSTTEST --- p.28 / Chapter 3.5.4.1 --- "VOLLEYBALL SKILL TEST, SELF-EFFICACY QUESTIONNAIRE AND KNOWLEDGE TEST" --- p.28 / Chapter 3.5.4.2 --- PREFERENCE OF EQUIPMENT --- p.28 / Chapter 3.6 --- STATISTICAL ANALYSIS --- p.28 / Chapter CHAPTER FOUR --- RESULTS --- p.29 / Chapter 4.1 --- ACHIEVEMENT DATA --- p.29 / Chapter 4.1.1 --- VOLLEYBALL SERVING --- p.29 / Chapter 4.1.2 --- VOLLEYBALL PASSING --- p.29 / Chapter 4.2 --- SELF-EFFICACY --- p.39 / Chapter 4.3 --- KNOWLEDGE --- p.39 / Chapter 4.4 --- STUDENTS' PREFERENCE OF EQUIPMENT --- p.31 / Chapter CHAPTER FIVE --- DISCUSSION --- p.32 / Chapter 5.1 --- STUDENT ACHIEVEMENT --- p.32 / Chapter 5.2 --- SELF-EFFICACY --- p.36 / Chapter 5.3 --- KNOWLEDGE TEST --- p.38 / Chapter 5.4 --- STUDENTS' PREFERENCE OF EQUIPMENT --- p.39 / Chapter 5.5 --- GENDER DIFFERENCE --- p.42 / Chapter CHAPTER SIX --- CONCLUSION AND RECOMMENDATION --- p.44 / Chapter 6.1 --- CONCLUSION --- p.44 / Chapter 6.2 --- RECOMMENDATION --- p.45 / TABLES --- p.49 / REFERENCES --- p.54 / APPENDICES --- p.63 / APPENDIX A --- p.63 / APPENDIX B --- p.65 / APPENDIX C --- p.67 / APPENDIX D --- p.69 / APPENDIX E --- p.70 / APPENDIX F --- p.71 / APPENDIX G --- p.75 / APPENDIX H --- p.77 / APPENDIX I --- p.78 / APPENDIX J --- p.92 / APPENDIX K --- p.93