Background/Purpose The purpose of this study was to describe strategies used by expert teachers to instruct low motor skill students in physical education and to compare these strategies to each other. Factors, such as time and appropriate practice, level of difficulty, and class structure, were examined and guided the study as a conceptual framework.
Method Expert teachers (N=11), who taught 4th and 5th grade in Long Island public schools, volunteered. They were selected based on recommendations from teacher educators, received awards, and peer referrals. Data were collected by observing teachers instructing motor skills four times, taking field notes of classes, completing two 45-50 minute interviews after the second observation, and clarifying questions in post-observation 10-15 minute non-structured informal interviews. The qualitative methodology was extensively pilot-tested.
Analysis/Results Data were transcribed and analyzed (N-Vivo 8) using the constant comparative method for emergence of patterns and themes. To ensure trustworthiness and credibility of results, data were member checked, triangulated, peer reviewed, and checked for negative cases. Multiple methods of data provided cross data validity checks. The four major themes were: teachers pay attention to low skilled students' motor skill deficiencies, create an accepting environment, structure authentic performances where they succeed, and recognize decisions about equipment selection. The subthemes included calling the students by name, partnering with high skilled students, not allowing teasing, redefining game play, and involved in equipment exchange.
Conclusions The information supplied by this study will add to the literature by identifying strategies that teachers use to create an environment where low-skilled students can succeed.