Effective Teaching in Physical Education: From Epistemological and Methodological Perspectives

Purpose

Successful student learning is determined by effective teaching (Berliner, 1987). Although research on effective teaching has evolved in physical education, many questionable issues (e.g., teacher feedback) remain unsolved requiring more attention to theoretical and practical approaches (Graber, 2001). The purpose of this study was, thus, to examine the paradigms and methods for research on effective teaching in physical education from epistemological and methodological perspectives.

Methods

To this end, I searched journals on effective teaching and teacher effectiveness using ERIC and PsycINFO database systems. I consulted the Handbook of Research on Teaching (Richardson, 2001) and Handbook of Research on Teacher Education (Houston, Haberman, & Sikula, 1990). I also looked at books (e.g., Silverman & Ennis, 2003). Lastly, I employed making comparisons for analysis.

Analysis/Results

The findings showed that most of studies reviewed had different epistemological and methodological approaches to effective teaching. While relying on a process-product paradigm, for example, Behets (1997) used videotaping and a pre- and post-test measure taking a post-positivistic methodological approach. Upon a mediating process paradigm, Lee, Landin, and Carter (1992) videotaped lessons and interviewed 28 students using a stimulated-recall procedure, along with frequency measures and a Pearson-product moment correlation. Whereas Darnis-Paraboschi, Lafont, and Menaut (2005) advocated a social constructivist paradigm, their methodological approach relied on a post-positivistic approach using pre- and post-test and videotapes of students' verbal exchanges.

Conclusions

Bain (1990) argued that conducting critical inquiry and qualitative-based action research might contribute to enhancing the quality of teaching practice. Next, most concepts of effective teaching in physical education were drawn from well-conducted research on classroom teaching determining which types of paradigms or specific mediating components can be applied to physical education (Doyle, 1977; Rink, 2003). Fourth, research on effective teaching needs to be designed and implemented based on the concepts of domain- and context-specific considering the unique position and nature of physical education as a psycho-motor area, making unique issues and values on its own way (Bain, 1990; Rink, 2003). Fifth, Gusthart, Kelly, and Rink (1997) (re)addressed the validity issue of an observational system in measuring and assessing effective teaching. Lastly, conducing research should be dynamic through the process of problem solving, thus enhancing pedagogical practice and extending or refining the conceptual frameworks of physical education (Silverman, 2003). Aligning with this claim, it is important to understand, develop, and apply a variety and wide range of research paradigms and methods through consistent learning and practice (Silverman, 2003).