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Unqualified paraprofessionals are teaching many elementary physical education (PE) programs around the United States. These teachers have neither the experience nor the education to provide quality instruction to students. Few researchers have identified the essential nature of teacher feedback in teaching motor skills, and it has been hypothesized teachers with little training may be less likely to give effective feedback to students. The purpose of this study was to examine the frequency and type of reinstruction strategies used by paraprofessionals and licensed teachers in elementary PE settings using a modified self-assessment feedback instrument (SAFI). Two licensed PE teachers and two paraprofessionals from the same school district in the western United States were observed four times using the SAFI tool. All 20 lessons were analyzed to understand the differences in the type and frequency of feedback between licensed PE teachers and paraprofessionals. ANOVA results indicate a significant difference between the type and frequency of feedback given by the groups. Overall, licensed teachers most commonly employed a constructive criticism strategy for providing feedback (43.6%), and paraprofessionals primarily engaged in behavior modification (75.1%). Additionally, licensed PE teachers gave more than twice as much feedback as paraprofessionals. These findings make clear the crucial nature of undergraduate PETE programs in providing licensed teachers with the skills and experience necessary to deliver appropriate feedback in elementary PE settings. Policy makers must be aware of the discrepancies between unqualified individuals and specialists to make the best policy decisions for students. [ABSTRACT FROM AUTHOR]

Elementary physical educators promote their content to help students learn in the psychomotor, affective, and cognitive domains. One of the best methods to reach this is by implementing appropriate instructional practices. For this study, 2,479 elementary-aged students participated. Students were surveyed (survey of 24 statements) to ascertain their knowledge of appropriate instructional practices in elementary physical education. A majority of students incorrectly identified 11 of the 24 survey statements. For example, elementary-aged students feel it is appropriate to have captains pick teams in front of the whole class and that it is appropriate to play dodge ball. With these results, elementary physical educators have a great opportunity educate and expose their students to appropriate instructional practices. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine how teachers structure class in elementary physical education and the impact their decisions have on the amount of appropriate practice students receive. Participants for this study were 10 third grade physical education teachers and their students. Each teacher taught two successive skill-related lessons of their choice that were at least 30 min in length. Nine randomly selected students were identified in each class. Videotaped instruction was coded for teacher and class variables and the amount of individual student practice. Overall, teachers in this study were efficient managers of their time and their students. As a result, students in this study received high levels of appropriate practice. In addition, a positive relationship was found between the number of tasks and the amount of appropriate practice students received, and time spent in games and lead-up games was related to inappropriate practice. The data also indicated that teacher use of initiation was positively related to the amounts of appropriate and total trials. When teachers had large groups practice, students had more inappropriate trials than when individual or reciprocal strategies were employed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine elementary physical education teachers' content knowledge of physical activity and health-related fitness. Sixty-four female and 24 male teachers completed the Appropriate Physical Activity and Health-Related Fitness test. Descriptive statistics results indicated that the mean percentage score for the test was 57.6%. Results from the ANOVA indicated gender and level of education were unrelated to content knowledge of physical activity and health-related fitness. Years of teaching experience was found to significantly influence content knowledge of physical activity and health-related fitness. It is recommended that ongoing professional development activities be provided to improve the leaching of physical activity and health-related fitness in schools. [ABSTRACT FROM AUTHOR]