Teaching strategies and pupils’ social development in physical education
Bibliographic Data
| ID | 11482301 |
|---|---|
| Authors | Martin Underwood (0000-0002-0309-1708), M Hope Underwood (corresponding author) |
| Year | 1987 |
| Volume | 2 |
| Issue | 3 |
| Pages | 200-233 |
| Publication date | 1987-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research Papers in Education (JOURNAL) |
| Journal identifiers | ISSN: 0267-1522 • E-ISSN: 1470-1146 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0267152870020304 |
| OpenAlex | W2000801085 |
| Language | EN |
| References cited | 10 |
If physical education is to make a more worthy contribution to the development of the whole child, and also enhance its status in the contemporary school climate of curriculum change, then it can be argued that some change in the traditional curriculum, combined with an attempt to incorporate more sensitive and varied teaching strategies, will be needed. The principal focus in this action research and development project was, therefore, on the teaching strategies necessary to change gymnastics lessons from teacher command and whole‐cohort teaching, towards resource‐based lessons where pupils took more responsibility for their own, and others’, learning and where the emphasis was on personal and social as well as physical development. One hundred and eighty‐three 12‐year‐old boys in a 12‐16‐years boys’ high school were assigned to one of four treatment groups described as follows. Two experimental groups, CLR(l) and CLR(2), required children to learn from resources which had been specially prepared in booklet form for the research project. A third group, CLT, required Children to Learn from the Teachers. The same skills were taught as for the two experimental groups, but in this case only the teachers had access to the resource booklet and they taught the skills by a traditional direct process. The fourth group, Control, received the normal gymnastic programme where the teachers used a predominantly direct style of teaching. The CLR(1), CLT and Control groups had gymnastics once a week, while the CLR(2) group received gymnastics twice a week. All four groups were based upon ‘intact’ mixed‐ability classes, and each was examined in terms of psychomotor and affective development throughout a term's gymnastic lessons. Four physical education teachers, four student physical education trainee teachers and the writer, a university physical education lecturer, all taught some aspects of the programme. The children in each group received a different teacher at the half‐way stage of their gymnastic course. The Flanders Interaction Analysis System (FIAS) was used to analyse videotapes and identify pupil‐teacher interaction differences between the four groups. Children in the two experimental groups showed significant gains in self‐concept scores, but only the experimental group (CLR(2)), taught for an extra lesson a week, out‐performed other groups on gymnastic skills. Teachers in the experimental groups solicited more pupil talk, asked more questions and issued fewer commands than those in the Control and the CLT groups
Action (physics · Control (management · Curriculum · Mathematics education · Pedagogy · Physical education · Political science · Principal (computer security · Resource (disambiguation · Social change · Computer Science · Inclusion and Disability in Education and Sport · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology
| Highly cited | No |
|---|