(Reinforcing) factors influencing a physical education teacher’s use of the direct instruction model teaching games
- Resource Type
- Authors
- Kumar Jayantilal; Nick O’Leary
- Source
- European Physical Education Review. 23:392-411
- Subject
- Semi-structured interview
Teaching method
05 social sciences
Perspective (graphical)
Socialization
050301 education
Physical Therapy, Sports Therapy and Rehabilitation
030229 sport sciences
Education
Physical education
03 medical and health sciences
0302 clinical medicine
ComputingMilieux_COMPUTERSANDEDUCATION
Mathematics education
Orthopedics and Sports Medicine
Reinforcing Factors
Psychology
0503 education
Certificate in Education
Qualitative research
- Language
- ISSN
- 1741-2749
1356-336X
The purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the factors that encouraged his use of the DIM. Data were collected from interviews and lesson observations. Inductive data analysis showed that while the teacher presented a ‘full version’ of the DIM, his limited content knowledge impacted on the use of the model in teaching cricket. Factors influencing his use of the model were a sporting perspective, a Post Graduate Certificate in Education mentor and the ability and behaviour of the students. These factors reinforced his undergraduate learning and subsequent use of the DIM. It is suggested that the comparable backgrounds of many PE student teachers may make the DIM an apt model to learn in undergraduate and postgraduate PE courses. However, effective use of the model requires students to be taught and to possess in-depth content knowledge of the game(s)/activities being taught and learned.