Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education.

Autor/inn/en	Kyriakides, Emis; Tsangaridou, Niki; Charalambous, Charalambos; Kyriakides, Leonidas
Titel	Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education. Gefälligkeitsübersetzung: Integration generischer und inhaltsspezifischer Unterrichtsmethoden bei der Untersuchung der Unterrichtsqualität von Sportunterricht an Grundschulen.
Quelle	In: European physical education review, 24 (2018) 4, S. 418-448Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X16685009
Schlagwörter	Bildung; Bildung; Grundschule; Physiologie; Qualität; Training; Didaktik; Sportunterricht; Sportphysiologie; Fachdidaktik; Lehren; Wissensvermittlung; Grundschule; Didaktik; Lehren; Wissensvermittlung; Fachdidaktik; Körper (Biol); Literaturanalyse; Grundschulsport; Sportphysiologie; Sportunterricht; Training; Ausbildungsinhalt; Physiologie; Effektivität; Grundschulalter; Effektivität; Qualität
Abstract	The vast majority of research in physical education (PE) has focused on teaching and teacher effectiveness. Despite the fact that this research strand is fast growing, what effective teaching is and how it contributes to student learning still remains an open issue. Aiming to contribute toward moving the research of effective teaching in the field of PE a step forward, in this paper, we conduct a review of studies on effective PE teaching in primary schools. An examination of this literature suggests that scholars have largely pursued two distinct paths. One group has focused on generic teaching practices, namely teaching behaviors that cut across different subject matters; other scholars have focused on content-specific teaching practices, namely teaching behaviors which are more pertinent to teaching PE. The unique contribution of generic and content-specific teaching practices on student psychomotor learning in primary PE is examined and the potential benefits of integrating these two types of practices in studying teaching quality in PE are discussed. The theoretical, methodological, and practical implications of this review are outlined and suggestions for future research in primary PE are offered. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2019/2