First-Year Teachers' Use of Class Time in Physical Education

Purpose

The purpose of this study was to examine how first year zero experience physical education (PE) teachers use class time.

Methods: Trained observers conducted live coding of teacher and student behaviors using a scripting technique that included time analysis. Scripting provided details of lessons for coding four time analysis categories: management, activity, instruction and waiting. During scripting, coders determined the level of student engagement within categories based on a minimum of 50% of class participation. Observations of 48 class lessons across grades K-12 coded with an observer reliability exceeding 90% between two coders based on independent coding of randomly selected sample lessons on two occasions.

Analysis/Results: For all 48 lessons, mean scores were 28% management (0-46%), 17% instruction (0-59%), 45% activity (8-76%) and 10% waiting (0-57%).At the elementary level, the 24 lessons observed showed 23% management (0-43%), 22% instruction (3-50%), 48% activity, (16-70%) and 5% waiting (0-22%.) At the secondary level, the 24 lessons yielded 33% management (11-46%), 13% instruction (0-59), 42% activity (8-76%) and 12% waiting (0-57%).

Conclusions: When compared with the literature (Siedentop, 1991), these first year teachers faired better on average than experienced teachers for waiting (10% vs 20-30%), and activity (45% vs 25-30%); were at the lower end of the average range for instructional time (17% vs 15-30%); but spent more time on management (28% vs 15-20%). Aso, when comparing content-related categories (instruction and activity), elementary lessons provided 69% while secondary classes had only 55%. These results show a greater struggle for secondary teachers compared to elementary teachers to manage classes efficiently. Overall, neither level reached the above 50% activity time suggested by Healthy People 2010 (USDHHS, 2000). Recommendations include assigning trained mentors or co-teachers who provide novice teachers with constructive feedback and encourage reflective analysis of their teaching. Also, student resistance to physical activity participation in secondary PE, and the type of physical activities observed will be addressed.