The purpose of the study was to explore the relationships between teacher planning behaviors and the inclass behaviors of teachers and learners in a 30 minute lesson on the volleyball spike. Thirty senior physical education majors served as subjects for this study. Each subject progressed through three consecutive stages: 30 minute planning phase; 30 minute instructional phase; and a brief self-report phase. During the planning session, subjects were instructed to plan their lesson by utilizing the talk aloud technique. All planning statements uttered by the teacher were audio recorded and coded through the use of planning indicators obtained from the Florida Performance Measurement System. Immediately after the planning phase each subject was escorted to the teaching station where the lesson was to be implemented. During each 30 minute lesson, teacher and learner behavior was live coded by three trained observers using Birdwell's Academic Learning Time-Physical Education-Teacher Behavior Observation System (ALT-PE-TB). Frequencies of teacher planning behavior were compared with the frequencies of inclass teaching behavior by using the Pearson-product moment correlation statistic. Similarly, teacher behaviors were compared with learner behaviors in order to identify the existence of any relationships. / The results indicated that significant relationships did exist between certain planning behaviors and the inclass behavior of teachers and learners. Specifically, planning behaviors associated with identifying content, analyzing learning activities and assessing learner needs were related to the teaching behaviors of lecturing and providing demonstrations. Lecturing and modeling, on the other hand, were related to learners' receiving information (engaged cognitive) and performing a task with few errors (engaged motor-easy). Therefore, the data seemed to suggest that certain teacher planning behaviors are related to specific teaching behaviors which in turn were related to those learner behaviors that have been shown in previous research to be associated with learner achievement. / Source: Dissertation Abstracts International, Volume: 45-07, Section: A, page: 2032. / Thesis (Ph.D.)--The Florida State University, 1984.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75351 |
| Contributors | TWARDY, BERNADETTE M., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 226 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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