Literaturnachweis - Detailanzeige
| Autor/inn/en | Barney, David C.; Christenson, Robert |
|---|---|
| Titel | Group Size in Physical Education: Teachers' Perspectives |
| Quelle | In: Physical Educator, 79 (2022) 2, S.189-206 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-8981 |
| Schlagwörter | Physical Education; Physical Education Teachers; Elementary Secondary Education; Teacher Attitudes; Games; Learning Activities; Group Activities; Interaction; Group Instruction; Classroom Techniques; Small Group Instruction; Student Attitudes; California; Nevada; North Dakota; Oklahoma; Utah |
| Abstract | The physical education context is fun yet challenging. There is the potential for teachers to offer a multitude of games and activities for students. Thus, PE teachers should put the students in the best position to learn the content. One method involves PE teachers putting students in small-sided groups during games and activities. The purpose of this study was to investigate K-12 physical education teachers' perceptions of small-sided games and activities in their PE lessons. Thirty-one K-12 physical educators from five states participated in this study. The PE teachers were emailed a survey. The questions were structured to produce short answers to the survey. Analysis of the interview data revealed five themes concerning small-sided games and activities in physical education lessons: (1) the importance of small-sided groups, (2) PE teachers' observations of students in 2v2 and 3v3 games and activities, (3) how do PE teachers know small-sided groups are better than large-sided groups, (4) small-sided groups and classroom management, and (5) small-sided groups' effect on student attitudes. The data show that small-sided games and activities are helpful and important to student learning, that students have more interaction with the equipment, and that students feel more comfortable participating in small-sided games and activities. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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