Teachers’ Rules, Routines, and Expectations Prior to and Following the Implementation of the National Curriculum for Physical Education

Curtner‐Smith, Matthew D.; Todorovich, John R.; Lacon, Simon A.; Kerr, lain G.

doi:10.1080/1740898990040102

Cited by 14 publications

(9 citation statements)

References 17 publications

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“…The exploratory and atmospheric systems were both embedded in and extensions of the instructional and social systems. These new systems appeared to be unique to the adventure setting as their manifestations did not fit within research findings from either classrooms (Allen, 1986;Doyle, 1977Doyle, , 1979Doyle, , 1983Doyle, , 1986Doyle & Carter, 1984) or physical education settings (Curtner-Smith, Todorovich, Lacon, & Kerr, 1999;Griffin, Siedentop, & Tannehill, 1998;Hastie, 1995Hastie, , 1997Hastie, , 2000Hastie & Siedentop, 1999;Jones, 1992;Tousignant & Siedentop, 1983).…”

Section: Exploratory and Atmospheric Systemsmentioning

confidence: 77%

“…By utilizing the ecological/task structures perspective as our guiding theoretical framework, and as has been done in research on physical education teaching effectiveness (Curtner-Smith, Todorovich, Lacon, & Kerr, 1999;Griffin, Siedentop, & Tannehill, 1998;Hastie, 1995Hastie, , 1997Hastie, , 2000Hastie & Siedentop, 1999;Jones, 1992;Tousignant & Siedentop, 1983), our aim was to expand the research of the various interactions that take place during adventure education instruction so that in the future we may be able to lend our efforts toward developing best practices for teaching in adventure education.…”

Section: Methodological/theoretical Frameworkmentioning

confidence: 99%

“…Sport pedagogy researchers have made great strides in their efforts to discover the characteristics of effective physical education lessons by employing the ecological or task structures perspective (Curtner-Smith, Todorovich, Lacon, & Kerr, 1999;Griffin, Siedentop, & Tannehill, 1998;Hastie, 1995Hastie, , 1997Hastie, , 2000Hastie & Siedentop, 1999;Jones, 1992;Tousignant & Siedentop, 1983). Most ecological studies of physical education have mirrored classroom research in that they have also revealed the existence of three main interrelated task systems; again the instructional task system, the managerial task system, and the student social system.…”

Section: Task Structures In Physical Educationmentioning

confidence: 99%

“…Critical in this process were the provision of a clear description of routines and allotting time for students to practice them. Similarly, Curtner-Smith et al (1999) described the rules, routines, and expectations that a sample of 20 British teachers employed within their managerial systems prior to and following the implementation of the NCPE. Key to teacher success was the establishment of routines for starting, stopping, equipment set-up, gathering, and organizing.…”

Section: Task Structures In Physical Educationmentioning

confidence: 99%

“…Key to teacher success was the establishment of routines for starting, stopping, equipment set-up, gathering, and organizing. Additionally, it was expected that students would learn, give maximum effort, be on task, and be safe (Curtner-Smith et al, 1999). Several researchers also have described the student social system as it exists in physical education (Hastie & Siedentop, 1999).…”

Section: Task Structures In Physical Educationmentioning

confidence: 99%

See 4 more Smart Citations

Ecology and Task Structures in Adventure Education

Zmudy¹,

Curtner‐Smith²,

Steffen³

2009

Journal of Experiential Education

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Many of the characteristics of effective physical education lessons have been discovered by sport pedagogy researchers by employing what has become known as the ecological or task structures perspective. The purpose of this study was to describe the task structures and ecology that existed in two consecutive 7-day summer adventure camps run by an agency outside the school setting. Participants included two novice adventure educators (AEs) and 31 elementary and middle school-aged children. Data were collected using a number of qualitative techniques and were analyzed using standard interpretive methods. Five task structure systems were identified. The instructional and managerial systems were similar to those previously found in classrooms and school physical education except that parental chaperones were used to enforce the management system. The social system was similar to those previously observed within sport education and adventure education units within school-based physical education in that it mainly served to support the instructional and managerial systems rather than compete with them as in more traditional models of teaching. The exploratory and atmospheric systems had not previously been identified, were extensions of the instructional and social systems, and appeared somewhat unique to adventure education. Implications for training AEs are discussed.

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