The purpose of this study was to determine the relationship between the Qualitative Measures of Teaching Performance Scale (QMTPS; Rink & Werner, 1989) and teacher effectiveness in producing student achievement. The QMTPS focuses primarily on variables related to teacher clarity and task presentation. Nine middle school generalist (classroom) teachers were asked to teach the volleyball forearm pass and serve over eight lessons as part of their normal curriculum. Students were pre- and posttested on the serve and forearm pass using the American Alliance for Health, Physical Education and Recreation (1969) volleyball tests. All lessons were videotaped and were coded using the QMTPS instrument. The relationship between the QMTPS total score and student achievement was significant for the forearm pass and for the serve. The authors concluded that the QMTPS was a valid measure of teacher effectiveness when the total QMTPS score for several lessons was used.

The purpose of this study was to investigate the variation in teaching behavior of physical educators over an instructional unit. Both inter- and intra-comparisons were made for three experienced teachers. The subjects recorded audiotapes during each of 10 lessons in a volleyball unit. The directly, indirectly, and noncontributing behaviors for each teacher were coded and described by Observation System for Content Development-Physical Education (OSCD-PE). The results indicate that most teaching behaviors were variable over the unit. There was as much variability for each teacher within the unit as between teachers over the unit.

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The purpose of the study was to examine the effects of two experienced and expert teachers on the degree of student learning in a second grade physical education class. A systematic observation instrument (QMTPS) and number of practice trials were utilized to collect data on teaching behaviors. The experimental teachers were videotaped for later analysis over a 3-week period. Students were pretested and posttested to determine the extent of learning in selected force production and reduction skills. Analysis of the data showed that for three of the four force production and reduction skills, learning did occur in the experimental group. Process characteristics of the experimental teachers were described.

The purpose of this study was to examine the relationship between teacher-related process variables as defined by the Qualitative Measures of Teacher Performance Scale and students' learning of three volleyball skills. Teachers of nine classes and 222 students were the subjects. Students were pretested and posttested on the forearm pass, underhand serve, and overhand pass. Aggregate motor scores (summed residuals) were established. Between the testing periods the students received eight lessons in the skills from their regular physical education teachers. All instruction was videotaped and later analyzed. Instructional process was based upon teachers' performance on the scale. Relationships were found between teachers' performance and students' learning for the residual serve, residual forearm pass, and summed residual scores.