This study was conducted to determine the effectiveness of a values-related model in producing changes in the moral reasoning, sportsmanship perceptions, and behaviors of male junior high school basketball players. The Defining Issues Test (DIT) and the Action-Choice Test for Competitive Sports Situations (ACT) were administered during the first and last weeks of a 9-week basketball season. In addition, behaviors of three players from the experiment (n=10) and control (n=10) groups were systematically observed throughout the season. Analysis of covariance was used to determine the effects of the model on the responses to both the DIT and ACT variables. Results revealed no difference (p>.05) between the groups for either dependent variable. However, comparison of pre- and postseason mean scores from each of the instruments and analysis of the behavior patterns of the players observed suggest that, for the experiment group, a sportsmanlike pattern was emerging.

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In order for university professors to become more effective at the practice of teaching, they must be provided with accurate, multidimensional feedback on what transpires in their own classes. The Teaching Feedback Model (TFM) is a process that combines the systematic observation of student and teacher behaviors with an analysis of student learning. Based on information provided by the coding of videotaped classroom episodes through a computer program and student learning data, a profile is constructed that informs the teacher whether continuity exists among what is supposed to occur (planning), what actually occurs (doing), and what the student has gained from the class (learning). The purpose of this paper is to present this model in detail and to demonstrate how it is currently being used in college-level physical education theory classes.

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