Education Commons^™

The Effects Of The Pe Teacher Knowing And Using Student Names In Pe Class: A Qualitative Investigation, David C. Barney, Teresa Leavitt

Faculty Publications

We have each been given a name. With this given name we are known among our families, friends and other associates. Our name becomes an integral part of our identity. A common and important place where a person is addressed by name is in educational school settings, more specifically in a school setting, including in physical education (PE) classes. The physical education setting offers many opportunities for teachers and students to use student names. The purpose of this study was to investigate the use of PE teachers using their student’s given name, along with how it affects students. For this …

Music As A Management Tool In Elementary Physical Education: A Qualitative Investigation, David C. Barney, Keven A. Prusak

Faculty Publications

Classroom management is an important aspect for a K-12 teacher in any content area. The same applies in physical education (PE). In PE there are large spaces, students are moving, and in many cases, equipment (basketballs, rackets, hula hoops, etc.) is involved. Thus, making PE a unique challenge in regard to classroom management for PE teachers. One tool an elementary PE teacher can use for classroom management is music. For this study, one school administrator, 19 elementary-aged students and one PE teacher were interviewed to better understand their perspectives of music as a management tool in elementary PE. Findings indicate …

Developing Social-Emotional Learning In Physical Education Through Appropriate Instructional Practices, David C. Barney, Keven A. Prusak, Liana Davis

Faculty Publications

Social-emotional learning (SEL) has become an important topic in education. SEL is also important in physical education (PE). The nature of PE has students learning in the affective, cognitive, and psychomotor domains, thus providing many opportunities for SEL. And who facilitates SEL? The PE teacher has the opportunity to provide games, activities, and experiences to assist and strengthen their students’ SEL by implementing appropriate instructional practices (AIP) in PE. This article will highlight a number of AIP that PE teachers can implement to develop their students’ SEL.

A Qualitative Investigation Of Middle School Students' Perceptions Of Appropriate Instructional Practices In Physical Education, David C. Barney

Faculty Publications

For many middle school (MS) students they have been exposed to many inappropriate instructional practices in physical education (PE). This involvement and exposure to these inappropriate instructional practices become common occurrences, thus in their mind this is what is supposed to happen in their PE class. The purpose of this study was to better understand MS student’s perceptions and attitudes to appropriate instructional practices (AIP) in their PE classes. It was generally found from student interviews that dodge ball is appropriate to play in PE class, wearing prescribed clothing (school shirt) will earn and easy ‘A’ in PE class, and …

Effects Of Music On Mood During Basketball Play In Junior High School Physical Education, David C. Barney, Francie T. Pleban, Jemal Gishe

Faculty Publications

The incorporation of music in the physical education environment, during physical activity have been shown to be beneficial for participants. Lane (1999) created a conceptual framework focusing on asynchronous music, identifying four factors important to a given piece of music: 1) rhythm response, 2) musicality, 3) cultural impact, and 4) association. The study purpose was to investigate two conditions, with/without the incorporation of music, in the physical education environment on student moods in 948 junior high school students (501 males & 447 females) measured utilizing the Profile of Mood States (POMS) Short Form. Significant differences were observed in the mean …

Physical Education Teacher Education (Pete) Majors' Perceptions And Opinions Of Appropriate Instructional Practices: A Qualitative Approach, David C. Barney, Liana Davis

Faculty Publications

Physical education (PE) teachers are responsible for helping students learn in their classes. Unfortunately, many students have been exposed to games and activities that were inappropriate, thus negatively affecting their learning in PE class. Inappropriate instructional practices have been a common occurrence for many students. One group that can help curb the inclusion of inappropriate instructional practices are Physical Education Teacher Education (PETE) majors. This study investigated PETE majors’ beliefs of certain instructional practices that have been implemented in PE games and activities. Many of the instructional practices were inappropriate. The PETE majors’ felt that dodge ball, relay games, and …

Inappropriate Practices In Physical Education: The Top Eight Repeat Offenders, David C. Barney, Keven A. Prusak, Brad Strand, Robert Christenson

Faculty Publications

The National Association of Sport and Physical Education (NASPE) have created three documents (elementary, middle school and high school) to guide physical educators in appropriate instructional practices (AIP) in physical education. The purpose of these documents is to aid physical educators in exposing their students to lessons and activities that will enable them to be successful in physical education classes and physical activity. Unfortunately, many students have been exposed to such activities as dodge ball, having captains picking teams in front of the whole class, and many others. This paper is a review of research dealing with appropriate instructional practices …

High School Physical Education And Its Effects On Fitness Center Participation After Graduation: A Case Study, David C. Barney, Nathan Kahaialii

Faculty Publications

For those that send off their child into the world, it is hoped they will recall what was taught to them. This applies to high school (HS) physical education (PE) teachers and their students that graduate from HS. The purpose of this case study was to assess current HS PE teachers, fitness club personnel, those that frequent fitness clubs and current HS students regarding HS PE preparing HS students for real world application regarding fitness. Participants from these four groups were interviewed to help better understand the preparation of graduated HS students participating in health clubs. From this case study …

Relationship Between Physical Activity And Stress Among Junior High School Students In The Physical Education Environment, David C. Barney, Frank Pleban, Terrance Lewis

Faculty Publications

The study purpose was to explore grade level differences (7^th, 8^th, and 9^th) among junior high school students’ perception of participation in physical education class on individual environmental stress. Physical activity’s role as a stress reduction tool has been well documented. However, physical activity as a stressful event in the school and physical education environment has been less established; particularly in junior high school students. Study participants were comprised of 872 junior high school students, 585 males (67%) and 287 females (33%), enrolled in four junior high schools. Stratified by grade, 315 7^{th …}

Do Seniors (50+) Know What Practices Are Appropriate In Physical Education, David C. Barney, Keven A. Prusak, Carol Wilkinson

Faculty Publications

The purpose of this study was to investigate senior (50+) adult’s knowledge of appropriate instructional practices (AIP) in physical education. This study is a continued line of studies assessing certain populations knowledge of AIP. Previous research has been conducted among Physical Education Teacher Education (PETE) majors, parents, school administrators, elementary, middle school and high school students. For this study 372 senior adults were surveyed regarding their knowledge of AIP in PE. Surveys were distributed to the participants at the Huntsman Senior World Games. It was found that senior adults misidentified nine instructional practices from the survey. It was found that …

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.

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.

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 …

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 …

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.

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).