Toward a More Comprehensive Picture of Physical Education Teaching Quality: Combining Generic and Content-Specific Practices

Abstract

<jats:p><jats:bold>Purpose</jats:bold>: This study explores physical education teaching quality and its effects on student psychomotor learning by bringing together generic and content-specific practices. <jats:bold>Method</jats:bold>: A sample of 51 elementary classroom teachers who taught physical education to third-, fourth-, or fifth-grade students (<jats:italic>N</jats:italic> = 944) was recruited. Student psychomotor development was measured through a pre- and postperformance test. Teaching quality was captured through classroom observations and a student survey. <jats:bold>Results</jats:bold>: Findings showed that more teacher-level variance was explained when combining generic and content-specific practices, as compared with that explained when considering either type of practices in isolation. Teaching aspects from both types of practices were found to be important predictors that could discriminate among teachers based on their level of effectiveness. <jats:bold>Conclusion</jats:bold>: A comprehensive framework of physical education teaching effectiveness could be developed involving both types of practices. This framework could be used for both summative and formative purposes in preservice or in-service teacher education programs.</jats:p>

Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study

“…Moreover, such courses could help PCTs develop certain generic practices (e.g. time and classroom management, creating a productive classroom environment), namely teaching behaviors that can be employed in teaching regardless of the subject matter taught or the learning domain targeted, and as such, they can be employed across PE lessons or disciplines or even in different settings (Kyriakides et al, 2021). As far as PE content courses are concerned, these can make an influential contribution to PCTs’ knowledge, which in turn can positively impact prospective teachers’ teaching quality (Ashy and Humphries, 2000; Ní Chróinín and O’Sullivan, 2016).…”

An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks

“…Accordingly, we added the dimension of the demonstration to the original version of TSS, as it was considered a critical aspect of teaching motor skills (Rink, 2010). The mTSS has been validated in a previous local study (Kyriakides, 2016). Table 1 provides a brief description of the definitions and examples of these types of tasks.…”

“…For this study, a trained coder observed and coded all the lessons using the mTSS. This coder—who had a bachelor's degree in education and was, at the time of the study, enrolled in a master's program on sports pedagogy—was trained and certified in a previous national study in PE (Kyriakides, 2016). Before the study's observations, this coder and a trained master coder independently coded three other lessons and discussed their codes.…”

A study on the cultivation path of students’ core literacy in higher education institutions under the perspective of deep learning

“…It is more related to whether society can develop harmoniously and stably, and it is also necessary to innovate in developing quality education. Therefore, strengthening the education of college students and improving their core literacy is an important task in the reform and development of higher education [7][8].…”