Research on Elementary School PE Teachers’ Teaching / Training Behavior

• Main Authors: Chia-Chun Wu, 吳佳君
• Other Authors: Chun-Hsiu Chang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/74221592908662610479

碩士 === 國立新竹教育大學 === 體育學系碩士班 === 100 === Research on Elementary School PE Teachers’ Teaching / Training Behavior Abstract Purpose：The main focus of this research is to show the difference between elementary school PE teachers’ teaching and training behaviors. Methods：Through adopting ASUOI as the main approach and using on-site observation and videotaping to record the data, the two participants of this study take 6 PE classes and 6 training sections as experimental objects. By analyzing the data, the following results were： 1. The average teacher teaching RPM was about 2.72 times per minute. More frequently observed behaviors were pre-instruction, post-instruction, positive modeling, on-site instruction, praise and direction. Less observed behaviors were negative modeling, scold and physical assistance. Instruction behavior is about 66.77% of all behaviors, while non-instruction behavior accounts for the other 33.23%. 2. The average teacher training RPM was 5.11 times per minute. More frequently observed behaviors were pre-instruction, questioning, on-site instruction, hustle, and direction. Less observed behaviors were negative modeling, positive demonstration and management. Instruction behavior is about 58.97% of all behaviors. 3. Both teaching and training behaviors require a large proportion of instruction behavior. But teaching requires more pre-instruction, concurrent instruction, post- instruction, and praise. While training needs more negative modeling, physical assistance, questioning, hustle, scold, management and direction. Conclusions：Teaching requires more instruction behaviors and praise, while training needs more negative modeling, physical assistance, and non- instruction behaviors.