Examination of Teaching-Learning Process in Swimming Applying Chaffers' System of Interaction Categories

Autor/inn/en	Biro, Melinda; Birone, Edit N.; Fugedi, Balazs; Revesz, Laszlo; Szabo, Bela; Honfi, Laszlo
Titel	Examination of Teaching-Learning Process in Swimming Applying Chaffers' System of Interaction Categories
Quelle	In: Educational Research and Reviews, 2 (2007) 4, S.64-73 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Aquatic Sports; Physical Education Teachers; Teaching Methods; Teacher Student Relationship; Evaluation; Elementary School Teachers; Foreign Countries; Class Activities; Nonverbal Communication; Learning Processes; Recreational Facilities; Extracurricular Activities; Hungary; Flanders System of Interaction Analysis + Suchen Sie Ihr Suchwort? Water sports; Water sport; Wassersport; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Evaluierung; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Non-verbal communication; Nonverbale Kommunikation; Learning process; Lernprozess; Freizeiteinrichtung; Außerunterrichtliche Aktivität; Ungarn
Abstract	The focus of this research is to examine the role of student-teacher interaction during swimming lessons. Forty-nine (49) elementary school PE teachers, swimming trainers and instructors (28 females, 21 males) consented to participate in this study. A total of seventy-seven (77) swimming lessons were videotaped and coded with the Cheffers' Adaptation of Flanders Interaction Analysis System (CAFIAS). Altogether 177.434 tri-seconds were observed. In the lessons teacher's observation were most prevalent (31, 11%), teacher's explanation (19, 29%) and organization (13, 52%) seemed also notable. Students spend most of the swimming lessons with motor-related activities (77%). It is important to state that teachers who teach swimming develop a high level of non-verbal activity. From the analyses of the data, it can conclude that in this special area of teaching, the teacher-student interactions and communications that evolve are content specific and so different from those evolving in classrooms or PE lessons. (Contains 8 tables and 2 figures.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10