A Conceptual Model of Structured Support in Physical Education

Autor/inn/en	Hinton, Vanessa; Buchanan, Alice M.; Rudisill, Mary
Titel	A Conceptual Model of Structured Support in Physical Education
Quelle	In: Preventing School Failure, 60 (2016) 3, S.259-266 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2015.1111190
Schlagwörter	Physical Education; Models; Positive Behavior Supports; Intervention; Teaching Methods; Response to Intervention; Behavior Problems; Educational Practices; Evidence Based Practice; Student Needs; Sequential Approach + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Schrittfolge
Abstract	Schools implement Positive Behavior Intervention and Supports (PBIS) as a way of meeting students' needs in classrooms. PBIS focuses on tiered instruction. Tiered instruction is a teaching strategy in which the educator implements incremental changes that increase supports based on students' needs--academic or behavioral. Yet, tiered instruction is not implemented on a wide scale in physical education. This article discusses how PBIS creates a positive climate, and how it works well with autonomy-supportive environments. It includes a review of research in physical education using tiered instruction or similar strategies. It presents a conceptual model illustrating the use of PBIS to identify and prioritize needs/supports of those students with the most challenging behaviors, and highlighting aspects of physical education that are uniquely different from the regular classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01