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Purpose: This study explores physical education teaching quality and its effects on student psychomotor learning by bringing together generic and content-specific practices. Method: A sample of 51 elementary classroom teachers who taught physical education to third-, fourth-, or fifth-grade students (N = 944) was recruited. Student psychomotor development was measured through a pre- and postperformance test. Teaching quality was captured through classroom observations and a student survey. Results: Findings showed that more teacher-level variance was explained when combining generic and content-specific practices, as compared with that explained when considering either type of practices in isolation. Teaching aspects from both types of practices were found to be important predictors that could discriminate among teachers based on their level of effectiveness. Conclusion: A comprehensive framework of physical education teaching effectiveness could be developed involving both types of practices. This framework could be used for both summative and formative purposes in preservice or in-service teacher education programs.

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The vast majority of research in physical education (PE) has focused on teaching and teacher effectiveness. Despite the fact that this research strand is fast growing, what effective teaching is and how it contributes to student learning still remains an open issue. Aiming to contribute toward moving the research of effective teaching in the field of PE a step forward, in this paper, we conduct a review of studies on effective PE teaching in primary schools. An examination of this literature suggests that scholars have largely pursued two distinct paths. One group has focused on generic teaching practices, namely teaching behaviors that cut across different subject matters; other scholars have focused on content-specific teaching practices, namely teaching behaviors which are more pertinent to teaching PE. The unique contribution of generic and content-specific teaching practices on student psychomotor learning in primary PE is examined and the potential benefits of integrating these two types of practices in studying teaching quality in PE are discussed. The theoretical, methodological, and practical implications of this review are outlined and suggestions for future research in primary PE are offered.

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