Effects of Direct Instruction and Environmentally Designed Instruction on the Process and Product Characteristics of a Fundamental Skill

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 posttest and the retention test. Younger students, less skilled students, and students tested at the pretest benefited most from the environmental testing condition. With age, skill, and experience the environmental testing condition lost its advantage. The instructional interventions had different effects on the process characteristics of the jump

Tactical and Skill Approaches to Teaching Sport and Games

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 a skill approach, a tactical awareness approach, and a combined tactical and skill approach to teaching badminton

Research on Effective Teaching in Elementary School Physical Education

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 skills of the teacher. Similarities and differences between teaching in a gymnasium and in a classroom are identified

An evaluation of the movement responses of four first grade boys to teacher-stated movement problems

This study was conducted to evaluate the movement responses of four first grade boys to teacher-stated movement problems. A secondary purpose of this study was to design an objective and reliable tool for the observation of movement responses and to design an objective and reliable tool for the analysis of movement problems. The study was conducted at The University Elementary School of The University of North Carolina at Greensboro over the second semester of the 1968-1969 school year. Two observers were used to observe the four subjects in physical education classes over a period of seven weeks or thirteen lessons. An objective and reliable tool was designed for the evaluation of movement responses. An objective and reliable tool for the analysis of movement problems on two criteria was also designed. The criteria for movement problems consisted of the limitation of the problem and the variety of response called for by a problem