The Implementation of Models-Based Practice in Physical Education through Action Research

Autor/inn/en	Casey, Ashley; Dyson, Ben
Titel	The Implementation of Models-Based Practice in Physical Education through Action Research
Quelle	In: European Physical Education Review, 15 (2009) 2, S.175-199 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X09345222
Schlagwörter	Foreign Countries; Physical Education; Racquet Sports; Games; Action Research; Cooperative Learning; Data Analysis; Teaching Methods; Models; Males; Reflection; Grounded Theory; Curriculum Implementation; Teacher Role; Worksheets; Elementary School Students; Scoring Rubrics; Educational Strategies; Physical Education Teachers; Student Evaluation; National Standards; Interviews; Questionnaires; Instructional Effectiveness; Student Attitudes; Teacher Researchers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Körpererziehung; Sportunterricht; Game; Spiel; Spiele; Projektforschung; Kooperatives Lernen; Auswertung; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Male; Männliches Geschlecht; Lehrerrolle; Scoring formulas; Auswertungsbogen; Lehrstrategie; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Schulnote; Studentische Bewertung; Interviewing; Interviewtechnik; Fragebogen; Unterrichtserfolg; Schülerverhalten; Lehrerforschung
Abstract	The purpose of this study was to explore the use of action research as a framework to investigate cooperative learning and tactical games as instructional models in physical education (PE). The teacher/researcher taught a tennis unit using a combination of Cooperative Learning and Teaching Games for Understanding to three classes of boys aged 11-12. Data collection included: teacher and pupil evaluations of skill, pupil reflections on the lessons, pupil interviews, teacher field journal and the documentation and course materials from the unit of work. Data analysis was conducted using inductive analysis and constant comparison (Denzin and Lincoln, 1994; Lincoln and Guba, 1985). The results of this research reinforce the concept that the implementation of any new pedagogical approach is time-consuming and highly labour intensive (Fullan, 1999). The conceptual shift the teacher/researcher made to relinquish control to students was one of the most difficult, but important, outcomes of this action research process. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10