The main purpose of this study was to describe the teaching styles employed by a sample of 18 teachers working in an urban setting under the conditions of the first revision of the National Curriculum for Physical Education. A second purpose was to compare the teaching styles used by this urban sample of teachers with those employed by a rural sample we had studied previously. Two lessons taught by each teacher to pupils in Years 7, 8, or 9 during one summer term were videotaped and coded with the Instrument for Identifying Teaching Styles, a systematic observation instrument designed to record the percentages of time in which teachers employ each of eight teaching styles. Descriptive statistics were computed across all 36 lessons and for lessons on striking/fielding games, track and field events, and tennis. Independent t-tests were used to compare the teaching styles used by the urban sample of teachers in the present study and those used by the rural sample previously studied. Results indicated that the teachers in the present study spent most of their time using direct styles of teaching. Their pattern of teaching style use was very similar to that of the rural teachers observed in the earlier study. Possible reasons for these findings are discussed.

No abstract

This study examined the quality of instruction provided by a sample of teachers working in a depressed urban setting and within the confines of the National Curriculum for Physical Education in terms of use of behaviours related to pupils' psychosocial development. Subjects were 18 specialist physical education teachers working in seven mixed-sex secondary schools in one large city in southeastern England. Two lessons of each teacher's choice, in which they taught any activity to pupils in Years 7, 8, or 9, were videotaped during the summer term of 1996. Lessons were coded with the Coaching Behavior Assessment System, an observational procedure designed to record the rate at which teachers use behaviours positively and negatively associated with pupils' psychosocial development. Descriptive statistics indicated that teachers used behaviours linked with pupils' positive psychosocial development much more frequently than they used behaviours associated with pupils' negative psychosocial development. A comparison of the data collected at these seven urban schools with those collected previously in a rural setting (Curtner-Smith, Kerr, & Hencken, 1995) suggested that, in general, British physical education teachers' behaviours are similar across the locations.