Teaching Behaviors of Trained and Untrained Elementary Physical Educators

Background/Purpose: A growing number of states and school districts allow non-specialists to teach elementary physical education. Previous research has shown that youth tend to be more active when taught by a physical education specialist. To date not enough is known about the teaching behaviors of trained and untrained physical educators. The purpose of this study was to observe differences in teaching behaviors between physical education specialists and untrained paraprofessionals.

Method: Three teachers (one professionally trained and two paraprofessionals) were videotaped for a series of 24 (8 lessons/teacher) physical education classes during the 2013-2014 academic year. All three teachers had taught physical education in a large Southwestern US capital city for at least 2 years. Video lessons were observed by two coders using ASUOI and a modified ALT-PE to determine a variety of teaching behaviors. Observers were trained in each instrument and had significant experience using both instruments. Twelve second time (6 seconds observe/six seconds record) intervals were utilized and each teacher was observed for a minimum of six hours across the eight lessons. Interobserver reliability was >80% for all observed lessons. Percentage of time spent in each teaching behavior was calculated and ANOVAs were utilized to examine differences between specialist and paraprofessionals across all coding categories.

Analysis/Results: Overall specialist spent more time in on task and management while paraprofessionals spent more time in off task and silence. Statistical analysis revealed significant differences (p<.05) between the professional and the paraprofessional in three different categories, two from ALT-PE and one from the ASUOI instrument. The professional used the student’s first names more frequently, while paraprofessionals spent more time in silence and waiting and were more likely to have students off task, not engaged in lesson material.

Conclusions: Management is essential in maximizing learning and physical activity. The current study illustrated that the paraprofessionals may benefit from additional teaching training related to management. Use of first names by the specialist may be related to greater individual instruction and individual feedback. Silence may be attributed to lack of content knowledge and ability to deal with off-task behaviors. This study takes an important look at teaching behaviors between trained and untrained professionals and highlights the importance training may play in keeping children on task and engaged in activity.