Expert Golf Instructors' Student-Teacher Interaction Patterns

Autor/inn/en	Schempp, Paul; McCullick, Bryan; St. Pierre, Peter; Woorons, Sophie; You, JeongAe; Clark, Betsy
Titel	Expert Golf Instructors' Student-Teacher Interaction Patterns
Quelle	In: Research Quarterly for Exercise and Sport, 75 (2004) 1, S.60-70 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
Schlagwörter	Athletics; Athletic Coaches; Teaching Experience; Females; Teaching Methods; Teacher Student Relationship; Teacher Behavior; Case Studies; Educational Research; Interaction; Data Analysis; Qualitative Research + Suchen Sie Ihr Suchwort? Leichtathletik; Weibliches Geschlecht; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; Case study; Fallstudie; Case Study; Bildungsforschung; Pädagogische Forschung; Interaktion; Auswertung; Qualitative Forschung
Abstract	The purpose of this study was to identify the dominant instructional interaction patterns of expert golf instructors. Instructors (N = 22) were selected by the Ladies Professional Golf Association (LPGA) Teaching based on the following criteria: (a) 10 or more years of golf teaching experience, (b) LPGA certification, (c) awards received for the quality of their instruction, and (d) peer and student recognition for outstanding teaching. The instructors were videotaped teaching a 60-min lesson to a novice college-age woman with no previous golf experience. The tapes were then analyzed using both the Cheffers Adaptation of Flanders' Interaction Analysis System (CAFIAS) and a qualitative analysis. Based on the findings from descriptive statistics and correlation analyses of the CAFIAS data and qualitative data analysis, several trends were identified. First, the dominant instructional behavior of these teachers was providing information to the students using both explanations and demonstrations. Second, the prevailing instructional interaction pattern of the expert teachers included extensive explanations and demonstrations followed by directions. The student followed the directions by practicing skills and received praise for their achievements. Third, high rates of directions and praise from teachers prompted student practice. Fourth, engaging students in subject-related discussion was positively correlated with teachers' questions but negatively correlated with teachers' criticisms. Finally, teacher acceptance was positively correlated with student analytic behavior, while teachers' talk negatively correlated with students initiating discussions. (ERIC).
Anmerkungen	American Alliance for Health, Physical Education, Recreation & Dance, 1900 Association Dr., Reston, VA 20191-1598. Web site: http://www.aahperd.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10