Observational analysis of student activity modes, lesson contexts and teacher interactions during games classes in high school (11—16 years) physical education

Roberts, S.J. and Fairclough, Stuart J. (2011) Observational analysis of student activity modes, lesson contexts and teacher interactions during games classes in high school (11—16 years) physical education. European Physical Education Review, 17 (2). pp. 255-268. ISSN 1356336X DOI https://doi.org/10.1177/1356336X11420222

[img] Microsoft Word
SOTG-PE_paper_EPERammended.doc - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (110kB)

Abstract

This purpose of this study was to examine student activity, lesson contexts and teacher interactions during secondary school physical education, using a recently validated systematic observation instrument termed the System for Observing the Teaching of Games in Physical Education (SOTG-PE). Thirty, single-gender high school (11—16 years) physical education games lessons were systematically observed and recorded using SOTG-PE. Results showed the pupils were engaged in high levels of inactivity. The highest level of inactivity was recorded (52.8 percent) in the striking/fielding category. In the lesson context category general management was recorded highest (47.4 percent). The highest recorded teacher interactions across the three games categories were verbally promoting technical behaviour (40.9 percent).

Item Type: Article
Subjects: Q Science > Q Science (General)
Divisions: Education
Date Deposited: 10 Nov 2015 10:25
URI: http://repository.edgehill.ac.uk/id/eprint/6539

Archive staff only

Item control page Item control page