Toward a More Comprehensive Picture of Physical Education Teaching Quality: Combining Generic and Content-Specific Practices
- Resource Type
- Journal Articles
Reports - Research
- Authors
- Kyriakides, Ermis; Tsangaridou, Niki; Charalambous, Charalambos Y.; Kyriakides, Leonidas
- Source
- Journal of Teaching in Physical Education. Apr 2021 40(2):256-266.
- Subject
- Physical Education
Teaching Methods
Educational Quality
Elementary School Teachers
Psychomotor Skills
Physical Education Teachers
Grade 3
Grade 4
Grade 5
Educational Practices
Teacher Effectiveness
Guidelines
Comparative Analysis
Tests
Motor Development
Student Surveys
Student Attitudes
Elementary School Students
Classroom Observation Techniques
Predictor Variables
- Language
- English
- ISSN
- 0273-5024
Purpose: This study explores physical education teaching quality and its effects on student psychomotor learning by bringing together generic and content-specific practices. Method: A sample of 51 elementary classroom teachers who taught physical education to third-, fourth-, or fifth-grade students (N = 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. Results: 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. Conclusion: 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.