Academic journal article Research Quarterly for Exercise and Sport

The Effect of Intervention on Physical Education Teachers' Use of Refining Tasks

Academic journal article Research Quarterly for Exercise and Sport

The Effect of Intervention on Physical Education Teachers' Use of Refining Tasks

Article excerpt

Thomas E. Kochendoerfer, Bowling Green State University, and Melissa Parker, University of Northern Colorado

Although there is an increasing amount of research on content development indicating the use of refining tasks improves student learning (Masser, 1985, 1992; Pellet & Harrison, 1995; Rikard, 1992), teachers frequently fail to use refining tasks to an effective degree (Gusthart, 1982; Parker, Steen, & King, 1992; Rink, 1979). Surprisingly, there has been a lack of investigation into ways to increase teachers' use of refining tasks. The purpose of this study was to examine the effect of a treatment package that included a cue card or personal strategy on teachers' use of refining tasks. Five physical education teachers, ages 26-52 years, in an tipper Midwest school district were the participants. They were selected not only for their broad range of teaching experience, 2-30 years, but also for their willingness to collaborate in an effort to improve their teaching performance. The study was conducted during a routine physical education class selected by each teacher. Teachers used a microcassette with a wireles s microphone to record all lessons. All data were collected using the audiotaped lessons. An alternating treatment design was selected for the first subject; a multiple baseline design for the remaining subjects. …

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