Effective Teaching Strategies for Low-Skilled Students

Autor/inn/en	Lysniak, Ulana; Gibbone, Anne; Silverman, Stephen
Titel	Effective Teaching Strategies for Low-Skilled Students
Quelle	In: Physical Educator, 76 (2019) 3, S.701-725 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2160-1682
Schlagwörter	Teaching Methods; Physical Education; Psychomotor Skills; Physical Education Teachers; Teaching Skills; Attention; Classroom Environment; Elementary School Teachers; Grade 4; Grade 5; Individualized Instruction; Games; Athletics; Equipment; New York + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Körpererziehung; Sportunterricht; Psychomotorische Aktivität; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Aufmerksamkeit; Klassenklima; Unterrichtsklima; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Individualisierender Unterricht; Game; Spiel; Spiele; Leichtathletik
Abstract	This study described the strategies used by expert teachers to instruct low motor skill students in physical education classes. The method was extensively pilot tested. Eleven physical education teachers took part in the study. Data were collected via observations, field notes, interviews, and nonstructured informal interviews. Two major themes emerged during the data analysis. First, specific teaching skills are important to facilitate low-skilled students' success, with subthemes of (a) teachers paying attention to low-skilled students' motor skill deficiencies and (b) teachers creating an accepting environment for low-skilled students. Second, teachers structure authentic performances in which low-skilled students can successfully participate, with subthemes of (a) teachers continually modifying game play with no scores, no winners, and everyone working together and (b) teachers recognizing decisions about equipment selection and usage for low-skilled students. The results can inform how teachers develop lessons for low-skilled students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01