Education Commons^™

Student Retention In Athletic Training Education Programs, Thomas M. Dodge, Murrary F. Mitchell, James M. Mensch

Faculty Publications

The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important.

Objective: To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs.

Research On Effective Teaching In Elementary School Physical Education, Judith E. Rink, Tina J. Hall

Faculty Publications

The perspective of this article is that the purpose of the elementary physical education program is the development of a physically active lifestyle. We discuss the relative contribution of the development of motor skills, fitness, content related to encouraging participation, and the affective goals of the program to the development of a physically active lifestyle. Teaching must be effective if children are to acquire the skills to lead a physically active lifestyle. We explore the research base identifying effective teaching in an elementary school physical education setting in terms of academic learning time and management roles and communication and content-development …

Choosing A Career In Athletic Training: Exploring The Perceptions Of Potential Recruits, James M. Mensch, Murrary F. Mitchell

Faculty Publications

The success of any academic program, including athletic training, depends upon attracting and keeping quality students. Therefore, understanding potential recruits' perceptions of athletic training is important.

Objective: To (1) gain insight regarding undergraduate students' decisions to enter or not enter an athletic training education program (ATEP), and (2) examine potential athletic training recruits' perceptions of the roles and responsibilities of certified athletic trainers.

Competing Perspectives During Organizational Socialization On The Role Of Certified Athletic Trainers In High School Settings, James M. Mensch, Candice Crews, Murrary F. Mitchell

Faculty Publications

When certified athletic trainers (ATCs) enter a workplace, their potential for professional effectiveness is affected by a number of factors, including the individual's ability to put acquired knowledge, skills, and attitudes into practice. This ability may be influenced by the preconceived attitudes and expectations of athletes, athletes' parents, athletic directors, physical therapists, physicians, and coaches.

Objective: To examine the perspectives of high school coaches and ATCs toward the ATC's role in the high school setting by looking at 3 questions: (1) What are coaches' expectations of ATCs during different phases of a sport season? (2) What do ATCs perceive their …

Developing And Implementing A State Assessment Program, Judith E. Rink, Lori Williams

Faculty Publications

No abstract provided.

Insights And Reflections On A State Assessment Program, Judith E. Rink, Susan Stewart

Faculty Publications

No abstract provided.

Student Performance Data, School Attributes And Relationships, Murrary F. Mitchell, Darla M. Castelli, Skip Strainer

Faculty Publications

No abstract provided.

Instructional Variables And Student Knowledge And Conceptions Of Fitness, Susan E. Stewart, Murrary F. Mitchell

Faculty Publications

No abstract provided.

State Level Assessment In Physical Education: The South Carolina Experience, Judith E. Rink, Murrary F. Mitchell

Faculty Publications

No abstract provided.

A Comparison Of High And Low Performing Secondary Physical Education Programs, Darla Castelli, Judith E. Rink

Faculty Publications

No abstract provided.

Teacher Competency Using Observational Scoring Rubrics, Lori Williams, Judith E. Rink

Faculty Publications

No abstract provided.

Assessing Observation Focus And Conference Targets Of Cooperating Teachers, Margaret M. Coleman, Murrary F. Mitchell

Faculty Publications

The purpose of this study was to develop a strategy to assess two facets of the supervisory responsibilities of Cooperating Teachers (CTs): (a) what CTs choose to observe during a lesson when preparing to offer comments to a student teacher and (b) what CTs choose to bring to the attention of student teachers after observing a lesson. The purpose also was to determine the usefulness of the strategy in discriminating among CTs that may have different preparation backgrounds for supervisory duties. Eighteen elementary level CTs participated by individually watching a videotaped lesson, preparing a written critique, and responding to interviews …

Investigating The Assumptions Of Pedagogy, Judith E. Rink

Faculty Publications

The purpose of this article is to discuss the relationship between learning theories and teaching methodology from the perspective of the researcher and the teacher. All teaching methodologies have their roots in particular learning theories. Teaching methodologies are discussed in terms of the learning theories upon which they are founded. Learning theories are discussed in terms of their assumptions and the issues which divide them. A case is made that researchers need to validate the treatment not only in terms of the methodology the teacher uses but the learning process experienced by the learner. If it is the process which …

An Approach To Program Assessment: Locating Indicators Of A Coherent Program, Murrary F. Mitchell

Faculty Publications

No abstract provided.

Effects Of Direct Instruction And Environmentally Designed Instruction On The Process And Product Characteristics Of A Fundamental Skill, Terry Sweeting, Judith E. Rink

Faculty Publications

This study investigated the effects of direct instruction and an environmentally designed instructional strategy on the product and process characteristics of kindergarten and second grade children in the standing long jump. One hundred and sixteen kindergarten and second grade students participated in the study and were assigned to a 3-day, 60-trial, direct instruction group or a 3-day, 60-trial, environmentally designed instruction group. A pretest, posttest, and retention test were administered in a flat mat testing condition and one designed to elicit performance through the testing environment (the swamp). Both instructional intervention groups were different from the control group at the …

Productive Physical Education Pedagogy Scholars: Why They Do It And How, Murrary F. Mitchell

Faculty Publications

The purpose of this study was to determine why and how a sample of physical education teacher education (PETE) scholars manage to be productive publishers. Authors or coauthors of four or more articles in the Journal of Teaching in Physical Education (JTPE) through the 1980s (N = 24) responded to a mail questionnaire on why they write, why they choose to write for JTPE, what they believe to be true about themselves or their approach to writing, and any situational factors that have led to their publication success. Authors described personal motives such as publishing to meet a curiosity drive, …

The Validity Of The Qualitative Measures Of Teaching Performance Scale As A Measure Of Teacher Effectiveness, J. Len Gusthart, Ivan M. Kelly, Judith E. Rink

Faculty Publications

The purpose of this study was to determine the relationship between the Qualitative Measures of Teaching Performance Scale (QMTPS; Rink & Werner, 1989) and teacher effectiveness in producing student achievement. The QMTPS focuses primarily on variables related to teacher clarity and task presentation. Nine middle school generalist (classroom) teachers were asked to teach volleyball forearm pass and serve over eight lessons as part of their normal curriculum. Students were pre- and post tested on the serve and forearm pass using the American Alliance for Health, Physical Education and Recreation (1969) volleyball tests. All lessons were videotaped and were coded using …

Tactical And Skill Approaches To Teaching Sport And Games, Judith E. Rink

Faculty Publications

Physical education teachers have long been concerned with issues relating to how to best teach sports and games to students. The ultimate goal of sport instruction is to enable students to enjoy participation and to play the game reasonably well so that they will have increased motivation to play and gain the benefits of participation. This monograph describes the efforts of a group of researchers to investigate issues relative to teaching and learning sport in a physical education setting. More specifically, the authors of this monograph investigate what students are likely to learn and not learn as a result of …

Student Perceptions, Values, And Beliefs Prior To, During, And After Badminton Instruction, Bonnie L. Tjeerdsma, Judith E. Rink, Kathy C. Graham

Faculty Publications

Affective goals for physical education have historically been an identified goal for physical education programs, and such goals continue to be integral parts of what physical education teachers say they want to do. Affective value orientations to curriculum have also been identified as strong aspects of the values and belief systems of practicing physical educators (Ennis, Ross, & Chen, 1992) as well as the values and belief systems of preservice teachers (Solmon &Ashy, 1995).

The Effects Of A 3-Week Unit Of Tactical, Skill, Or Combined Tactical And Skill Instruction On Badminton Performance Of Ninth-Grade Students, Karen E. French, Peter H. Werner, Judith E. Rink, Kevin Taylor, Kevin Hussey

Faculty Publications

Interest in alternative models for games/sport instruction has increased in recent years. Recent research has compared tactical approaches to games/sport instruction with more skill-oriented approaches (Gabriele & Maxwell, 1995; Griffin, Olsin, & Mitchell, 1995; McPherson & French, 1991; Turner & Martinek, 1992, 1995b). Most of the research in this area to date has focused on student performance outcomes (knowledge, skill, game play performance) that result from different skill and tactical approaches to instruction and learning.

Implications For Practice And Research, Judith E. Rink, Karen E. French, Kathy C. Graham

Faculty Publications

One of the advantages of doing research with so many dependent variables is that you get a more complete picture of the effects of instruction and the interrelationships among variables. One of the disadvantages is that it is more difficult to communicate those results. The studies reported in this monograph (French, Werner, Rink, Taylor, & Hussey, 1996; French, Werner, Taylor, Hussey, & Jones, 1996) are important because the results are consistent across both experiments with different teachers, with different students, and at different times. They are important because, unlike much of the research in this field, all of the students …

A Comparison Of Pedagogical Knowledge Structures Of Preservice Students And Teacher Educators In Two Institutions, Judith E. Rink, Karen E. French, Amelia M. Lee, Melinda A. Solomon, Susan K. Lynn

Faculty Publications

Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and …

Linking Teacher Educators, Knowledge, And The Quality Of Practice In Schools, Murrary F. Mitchell

Faculty Publications

Children in this country are entrusted to teachers in schools for 5 hours a day, 5 days a week, approximately 36 weeks a year, for 12 to 13 years. Citizens concerned with the future want to know if the children of today are being prepared for the world of tomorrow. Parents want to know what is being done to and for their sons and daughters. And in these times of financial cutbacks, taxpayers want to know where their tax dollars are going. There is widespread belief that schools in general, and teaching in particular, should be much better today than …

A Descriptive Analysis And Academic Genealogy Of Major Contributors To Jtpe In The 1980s, Murrary F. Mitchell

Faculty Publications

Information about whose knowledge is accepted as important is valuable in understanding how a profession evolves. The term elders describes the individuals who control invisible networks of prestige and who determine what information is accepted for publication in professional journals. These published works stand as the foundation for the knowledge base of a discipline. The purpose of this article was to identify the elders in physical education teacher education (PETE) and to trace their academic genealogy. Elders were defined as major contributors to the Journal of Teaching in Physical Education from 1981 through 1989. The articles published by these subjects …

Scholarly Behaviors Of Physical Education Methods Teacher Educators In Ohio, Murrary F. Mitchell

Faculty Publications

This study focused on the behavior of a proportional, stratified random sample of 40 physical education methods teacher educators (PEMTEs) in the state of Ohio, or more specifically, on the professional implications of their scholarly behaviors. The focal questions addressed were (a) how do PEMTEs meet their responsibility to stay current in their professional areas, and (b) what are the professional implications of these efforts? Four specific behaviors were examined as evidence of scholarly behaviors: (a) reading professional journals, (b) writing for publication, (c) attendance at professional conferences, and (d) active involvement in research. Findings were then contrasted to findings …

The Influence Of Content Development On The Effectiveness Of Instruction, Judith E. Rink, Karen E. French, Peter H. Werner, Susan Lynn, Amy Mays

Faculty Publications

The purpose of this study was to investigate the effect on student learning of different ways of structuring student practice of complex motor skills. Previous research indicated that students who practiced the volleyball set and serve with a four-step progression learned more than students who practiced only the final test for the same number of practice trials; the effect of motivation and practice focused on specific learning cues was unclear. The present study investigated the specific role of progression, refinement, and motivation in learning the volleyball set and serve. Ninth-grade students were randomly assigned to one of five groups: (a) …

The Effects Of Practice Progressions On Learning Two Volleyball Skills, Karen E. French, Judith E. Rink, Linda Rikard, Amy Mays, Susan Lynn, Peter H. Werner

Faculty Publications

The purpose was to compare the effectiveness of practice progressions on learning the volleyball serve and overhead set. Ninth-grade students were randomly assigned to three groups. Each group practiced the volleyball serve and set for 60 trials over 6 days. The progression group practiced four levels of difficulty of the set and serve. The criterion group began practice at the beginning level of difficulty and had to achieve an 80% success rate before practicing at a more advanced level. The third group practiced the AAHPERD volleyball skill tests for the serve and set for all 60 trials. At the end …

Teaching Behavior Through Various Levels Of Field Experiences, J. Len Gusthart, Judith E. Rink

Faculty Publications

No abstract provided.