PHYSICAL EDUCATION IN URBAN HIGH SCHOOL CLASS SETTINGS: FEATURES AND CORRELATIONS BETWEEN TEACHING BEHAVIORS AND LEARNING ACTIVITIES

Authors

  • Howard Z. Zeng
  • Raymond Leung
  • Wenhao Liu
  • Michael Hipscher

Abstract

This study examined the features and correlations between teaching behaviors and learning activities in urban high school physical education (PE) class settings using direct instruction model. Participants were sixteen urban high school PE teachers and their students. Results indicated that the teachers spent their class times on the major teaching behaviors were: Informing 28.8%, Structuring 25.4%, Observing 17.0%, and Feedback 9.2%. The students spent their class times on the major learning activities were: Motor Engaged 56.2%, Cognitive Engaged 20.7%, and Waiting for a Turn 9.7%. Correlation analyses revealed that Informing, Questioning, and Feedback teaching behaviors were positively associated with Motor Engaged and Cognitive Engaged learning activities. When the teachers exhibited the behavior category of None of the Above, their students showed no motor and cognitive learning activities engagements. Findings suggested that, PE teachers should develop and employ teaching behaviors that promote and demonstrate physical skills and fitness because those teaching behaviors are positively associated with students’ physical activity levels.?

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Published

2009-10-26

Issue

Vol. 66 No. 4 (2009)

Section

Articles

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