Background/Purpose Previous research has indicated that many factors influence what students learn in PE. One recurring factor is the behaviors the teacher engages in. The purpose of this study was to examine the specific teaching behaviors that teachers exhibit in class and the relationship to student skill practice.
Method Student (N = 81) practice was coded for 18 PE lessons. Teacher behaviors were coded for the entire class utilizing a previously validated systematic observation coding instrument (Rasmussen, Scrabis-Fletcher, & Silverman, 2009). This instrument measures the amount of time teachers engage in various behaviors during a class.
Analysis/Results Initial analyses indicate that most of the teachers' time was spent in active monitoring of the class. Along with active monitoring the teacher spent the largest portion of time explaining new material and transitioning. The teachers with the least amount of time spent in explanation yielded the highest amount of appropriate practice trials (111.88) and the highest amount of different tasks across classes (12).From the preliminary analyses we can infer that teachers engage in a multitude of teaching behaviors within a class period. Teachers who create situations allowing for ample, appropriate student practice opportunities can increase the chance for student learning to occur.
Conclusions This information will inform PETE faculty adding to the existing body of literature regarding best practices to yield higher student skill learning.