Ron E. McBride Texas A&M University. Comes from the Greek παιδαγωγέω (paidagōgeō); in...

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Sport Pedagogy Ron E. McBride Texas A&M University

Transcript of Ron E. McBride Texas A&M University. Comes from the Greek παιδαγωγέω (paidagōgeō); in...

Sport

Sport Pedagogy

Ron E. McBride

Texas A&M University

Pedagogy

PedagogyComes from the Greek παιδαγωγέω (paidagōgeō); in which παῖς (país, genitive παιδός, paidos) means "child" and άγω (ágō) means "lead

"to lead the child."

Pedagogy

The art, science, and profession of teaching

Pedagogy --

Education Resources Information Center (ERIC)

13,734 listings

Sport Pedagogy

ERIC.....

286 Listings....

Effective Teaching

Teaching that brings about an increase in student learning.....

Pedagogy Paradigms—Search for Effective Teaching

Presage Characteristics

Dead End

Pedagogy

Process Product

Specific process variables linked to student learning

Feedback Teacher Ques. Proximity Varying Stimulus

Sport Pedagogy

Process Variables:

Active learning

Instruction

Management

Sport Pedagogy

Product Variable

Handstand Rollover

4 x 25-minute periods

Spaced over 4 weeks

Sport Pedagogy

Students improved pre-post

55% Learning time

20% Management

25% Instruction

Sport Pedagogy

The most effective teachers spent less time and less attention informing

Physical education is perhaps best characterized as 'learning by doing’

Provide pupils opportunities for practice by reducing management time

Academic Learning Time

ALT—PE

ALT-PEAmount of time Ss actively engaged in learning activity in which there are high levels of success

ALT-PE

50% TOT = Student

Learning

ALT-PE

Lrng

Time on Task

Teacher & Student Cognition

Teacher planning and interactive decision-making

Expert vs. Novice

Teacher & Student Cognition

Experienced teachers:

> information requests

> flexible with equipment

>focus on student learning

> attention to individual

Teacher & Student Cognition

Student cognition—critical thinking (CT-PE):

‘...reflective thinking that is used to make reasonable and defensible decisions..’

Classroom EcologyPrevious paradigms psychology

Focus was primarily on the teacher

Classroom ecology more qualitative than quantitative--ethnography, anthropology, sociology--an extended family of inquiry

Attention shifts to the interaction between persons and their environments

Classroom EcologyTeaching and learning are treated as a continuously interactive process

Classroom nested within larger contexts --school, community, society at large

Thoughts, attitudes, feelings or perceptions seen as important sources of data (unobservable)

Classroom EcologyResearch is often conducted to show how the system fails to serve children of the poor, the linguistically or culturally different, ethnic minorities and other disadvantaged populations

Quantitative (number crunching) vs.

Qualitative (story telling)

Classroom EcologyImplementing Curriculum Within a Context of Fear and Disengagement (Ennis, Cothran, Davidson, Loftus, Owens, Swanson & Hopsicker, 1997)

Embarrassing, Boring, Irrelevant Curriculum

Personal Contexts of Fear and Alienation--chains on doors; prison

Personal Contexts of Engagement 3 schools: caring teachers; interesting

Classroom EcologyAlone in a Crowd: Meeting Student’s Needs for Relevance and Connection in Urban High School Physical Education (Cothran & Ennis, 1999)

Students reported that physical education classes and school experiences did NOT promote a sense of membership

Research Into PracticePreservice Programs:

Instruction—Set, Closure, Questionning, TOT Management & Planning

CT - PE

Motivating Students

Classroom Environment

Today’s AgendaThe role of teachers’ support in predicting students’ motivation and achievement outcomes in physical education

Alienation in physical education from the perspectives of children

The status of high school online physical education in the United States

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