The Role of Students and Content in Teacher Effectiveness

Abstract

The process of effective teaching—teaching that directly leads to student learning of standards-based content—is tenuous at best and easily disrupted by contextual and behavioral factors. In this commentary, I discuss the role of student support and mediation in teacher effectiveness and curricular reform. The most vocal students in physical education classes appear to thrive in the current multiactivity, recreation-oriented sport culture that dominates many U.S. physical education programs. They expect lessons with minimal skill and tactical instruction and with maximum opportunities to play ball. I also comment on Ward’s emphasis on the value of content-rich definitions of teaching effectiveness and argue for additional disciplinary-based, concept-rich cognitive outcomes for physical education to complement and enrich skill, sport, and physical activity performance. I lend my voice to Rink’s call for comprehensive measures of teacher accountability as the most critical next step in physical education reform. I conclude by contesting McKenzie and Lounsbery’s accusation of “muddled goals” in physical education. Although physical education advocates may present diverse content perspectives, student learning is the primary goal of physical education.

Efecto de una intervención basada en el modelo de Educación Deportiva sobre variables psicológicas en nadadores federados

“…Los trabajos de Ennis (2014), Lindsay (2014), Metzler (2014), Roberts (2014), Solmon y Garn (2014), son un claro ejemplo de ello. Sin embargo no ha estado tan presente en la literatura que la analiza en un contexto extraescolar o deportivo (Gilbert y Trudel, 2004).…”

"Ahora nos ayudamos más”: Docencia compartida y clima social de aula. Experiencia con el modelo de Educación. Deportiva.

“…Introducción a investigación sobre la calidad del proceso de enseñanza y aprendizaje en educación sigue siendo un tópico de interés para las revistas especializadas desde Dunkin y Biddle (1974), Gump (1964), y Joyce y Weill (1972). Los trabajos de Ennis (2014), Hattie (2013), y Reynolds y col. (2014), son claros ejemplos de ello. Más de tres décadas de investigación en esta línea, concluyen que las intervenciones pedagógicas deben estar adaptadas a las necesidades individuales de cada aprendiz, y deben buscar la creación de climas de aula que permitan disfrutar de una experiencia de aprendizaje motivante y efectiva (Hattie, Biggs, y Purdie, 1996;Silverman, 2005).…”

Estados de ánimo al jugar en solitario o en cooperación: dos vivencias motrices y afectivas desiguales

“…Modern PE abandons traditional mechanistic conceptions, where education in decontextualised motor skills lacking any meaning reigns (Ennis, 2014;Parlebas, 2009). The adequate use of motor play fosters the acquisition of global learning, where the students test how they relate to other people, manage emotions or take intelligent decisions (Navarro, & Trigueros, 2009).…”