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The educational experiences of students engaged in different contexts of learning, particularly curriculum delivered and international travel and residence experiences may be related to problem-solving skills and game decisions and efficiency of high school students engaged in modified game play during physical education class. This study explores the idea that tactical game performance and efficiency may be different in a school comprised primarily of English-speaking high school students who traveled to and reside in South Korea and who are immersed in the International Baccalaureate (IB) curriculum as compared to counterparts in a traditional high school curriculum in the United States. Two treatment groups of high school participants engaged in game play after instruction in an Ultimate unit of instruction. The IB Korea treatment group (n = 17) showed no better volume of play or game efficiency than the US traditional curriculum treatment group (n = 17). Thus, no conclusions can be drawn that either curriculum model impacted game decisions, volume of play and efficiency in this particular investigation.

This study was intended to provide a description of teaching and learning patterns seen in the lessons taught by experts and novices in Adapted Physical Education. Two experts who had won previous state teaching awards and served in leadership positions in state associations were filmed and their lessons were analyzed first to develop a systematic observation instrument specifically intended for adapted physical education lessons. After going through a literature-based protocol for using filmed lessons to develop instrumentation, the newly developed Adapted Physical Education Teacher Education (APETE) instrument was used to analyze lessons by the two experts and 11 novice teachers completing their senior year at a northeastern university. Conditional probabilities were generated with the use of the Behavioral Evaluation Taxonomy & Strategy (BEST) software (Sharpe & Koperwas, 1999) and the triad chains were used to complete a matrix on the experts' and novices teaching and learning patterns. Results support earlier findings showing more of an instructional focus of novices than those in research on lessons taught by novices in general physical education.

Recent evidence suggests regular physical activity can positively influence academic performance. Although, little has been published on physical activity's impact on academic performance of students with intellectual disabilities, research shows the impact on brain and cognitive function of movement and physical activity. In this study, seven primary grade students and six intermediate elementary grade students with intellectual disabilities engaged in a daily structured physical activity lesson (in addition to physical education offered twice within a six-day cycle) directed by their own life skills (special education) classroom teacher prior to academic work. The participants completed language arts and mathematical seat work for 20-minute sessions each day, starting the first four days of the project without the additional structured physical activity. A 16-day period commenced on the 5th day during which the participants were engaged in aerobic exercise guided by a commercial DVD and supervised by the classroom teacher. A withdrawal phase and follow-up phase were both completed as well. Trend analysis graphs displayed academic results that showed most of the intermediate students consistently improved academic work following the physical activity while the inconsistent performance was seen in more of the primary aged students. Teachers in both classrooms commented that their students appeared to be focused more on classwork following the physical activity sessions. (Contains 4 figures.)

In teacher education preparation programs across the United States, many units and programs have opted to utilize the assessment capabilities of products that often times were intended primarily for student portfolio needs. However, with the evolution of some of these products from primarily a portfolio focus to a combination of portfolios and with complex assessment tools, teacher education units have had to determine how to utilize these products in order to meet professional standards. In this present study, 106 teacher education unit heads completed a web-based questionnaire related to the perceptions of unit heads toward the role these products play toward standards-based alignment. Among the findings, results indicated that the satisfaction levels of unit heads were not necessarily more favorable toward one commercial product over another, although unit heads expressed disfavor with many products developed by campus-based instructional technology staffs.

Preservice teachers have indicated that they are somewhat less comfortable working with students with disabilities. Research shows that curricular modifications in teacher education programs would enable preservice teachers to be more prepared for classrooms that include students with disabilities. Much of the work in teacher education dealing with preparing teaching candidates for working with students with disabilities has focused on attitudes and program revision. This paper is a preliminary look to determine the need for further study of anxiety levels of preservice teachers in physical education before and during lessons with students with and without disabilities. Preliminary findings suggest that more research is needed that focuses on preservice teaching performance and other outcomes in lessons with students with disabilities. Additionally, it is recommended that teacher education programs construct a systematic structure to track anxiety levels as they relate to teaching performance in clinical teaching experiences with students with disabilities. (Contains 2 figures.)

The teacher education literature is replete with recommendations regarding the preparation of new teachers who are equipped to face the complexities and instructional demands of their first year of teaching. Recently, teacher education programs have begun to use online assessment products to provide evidence that their teacher candidates' can demonstrate competency with respect to established standards. While this process may initially be driven by the demands of accreditation requirements and/or institutional assessment needs, online systems can be configured to accommodate a host of relevant assignments and student performances across time to demonstrate student achievement and growth. This evidence can be aggregated and disaggregated to show the readiness of candidates to become first-year teachers in a variety of school settings. The purpose of this paper is to describe ways in which online products can be used to showcase teacher candidates' work that demonstrates what the experts claim sets apart graduates from exemplary programs from those less rigorous. This process will enable teacher education programs and their K-12 partners to prepare beginning teachers together and use the online assessment product to document preparation levels and identify strengths and possible areas for improvement in teacher preparation programs. (Contains 3 figures.)

The accreditation process is typically complicated and time consuming. A current trend in higher education has been for units, programs, and institutions to use Internet-based commercial assessment products to simplify this process. The integration of an online-assessment product as a means to monitor and verify student learning within a formal assessment system can help reduce the anxiety of those involved in the accreditation process. Such a tool can also increase the efficiency and effectiveness of the development and maintenance of an assessment system, which is critical for an appropriate program-report process. This article provides information to help PETE faculty and administrators to implement these assessment tools and to prepare a NASPE program report. (Contains 2 tables and 4 figures.)

This study was designed to determine the differences in the teaching patterns of student teachers as compared with experienced teachers in urban, rural, and suburban schools. Lessons were videotaped and behaviors were analyzed to determine the instructional tendencies of the teachers. Conditional probabilities were juxtaposed on a matrix to show the teachers' patterns in their respective settings. Results indicate that the patterns of the student teachers were more closely aligned with those of the suburban teacher, while the urban teacher's patterns were more managerially focused and less active than the suburban teacher. (Contains 6 figures.)

Teacher education programs continue to search for alternative field experiences for preservice teachers. Whether the public schools are overloaded with interns or a break from certain schools is recommended for various reasons, it is important to identify appropriate alternative practice teaching opportunities prior to student teaching. With the continued increase of home-schooled students, it appears that the home-schooling population would be able to benefit from appropriate physical education instruction if those who instruct meet the conservative group's criteria for working with its children. In addition, it appears that preservice teachers can work with real students in a consistent, on-going teaching experience if home-schooled students were to come to the teacher education program for instruction. Physical education teacher educators have begun to organize various clinical programs with home-schooled students. These practice opportunities enable the preservice teachers to plan, teach, and assess student learning on a regular basis before reflecting on the teaching-learning process which has taken place. This paper is designed to provide evidence that a clinical teaching experience with home-schooled students is an appropriate, alternative field experience. Because reflections of preservice teachers are similar to the reflections from other field experiences in the literature, the authors suggest that the home-school clinical teaching experience meets needs of teacher education programs as an alternative field experience.

Investigated the effects of multimedia-based instruction versus lecture-based instruction on teaching cognitive components of manipulative skills to physical education majors. Comparison of control, multimedia, and lecture group students' pretests and posttests indicated that though there were no significant differences in scores between the multimedia and lecture groups, intervention group scores were significantly higher than control group scores. (SM)

Investigated an alternative to full sit-up testing for middle school physical education. Students performed two 1-minute half sit-up tests and a 1-minute full sit-up test. Results found that the half sit-up test was reliable and could be incorporated as an alternative to the full sit-up test for examining middle school students' abdominal strength and endurance. (SM)

The purpose of this study was to examine the effects of high school physical education students interacting with a multimedia software program designed to provide nutritional and physical activity guidance. [...]

Assessment has traditionally played a large role in teacher education programs in higher education, whether from a programmatic evaluatory perspective or to determine the levels of student success. New accreditation standards have been proposed and it is important that teacher education programs incorporate a plan of action to assess what its students and graduates can do in terms of standards and performance. The intent of this paper is to present a perspective from which the authors view assessing teaching candidates. This perspective revolves around a multiple sources of assessment at various points of the teacher education program. The authors present an existing teacher education assessment model and describe the process for other programs to develop similar models of assessment. In order for teacher education programs to determine what its students can do due to the impact of the curriculum, programs must use not only test scores, but products of student work, other assessment measures, and documentation of teaching performance from entry into the program to program exit., Contemporary trends in education reform are focusing on the ways in which teachers and teacher educators may more effectively measure and evaluate progress in their respective charges (Angelo & Cross, [...]

As Title II, other national agencies, and state legislators mandate and publish the results of high-stakes testing in teacher preparation programs. a disconnect between philosophy and ‘best practice’ of authentic assessment of licensure candidates and the legislative mandated high-stakes standardized testing is becoming more and more apparent. As the National Council for Accreditation of Teacher Education (NCATE) and other credible, prestigious professional organizations are supporting performance assessment of teacher licensure candidates, teacher preparation programs find it increasingly necessary to reconcile the sometimes conflicting legislative and accreditation demands on accountability and performance of teacher licensure candidates. In an attempt to narrow the gulf between accreditation agencies' request for authentic, performance based assessment and evaluation of licensure candidates and the legislative demands for high-stakes testing as evaluation of licensure candidates' competency, a small liberal arts college's licensure program developed an assessment continuum incorporating multiple sources of assessment of teacher licensure candidates' competencies. The assessment continuum incorporates legislative mandated high-stakes testing measures. NCATE performance assessment measures, and the college's institutional requirements within the framework of the mission of the department of education. The department of education's licensure program is currently evaluating the relationship of the assessment continuum variables to candidate success in K-12 classrooms. Trend data, collected since May 1996, provides candidates' assessment results on high-stakes tests such as Praxis II-Principles of Learning and Teaching- and specialty area Praxis scores. Performance assessment measures such as grades in student teaching are based on NCATE and Interstate New Teacher Assessment — Consortium (INTASC), and other professional organizations' standards. General course assessments, grade point averages, and oral and written senior level comprehensive examination results inform mastery levels of both the department's and the college's mission and exit requirements. [ABSTRACT FROM AUTHOR]

Presents a process of analysis of predictors on an assessment continuum of teacher licensure candidates' success in K-12 classrooms in the U.S. Incorporation of legislative mandated high-stakes testing measures; Types of tests used; Evaluation of general course assessments, grade point averages and oral and written senior level comprehensive examination results.

The purpose of this study was to determine if lessons taught by preservice teachers were different due to the use of a pre-packaged lesson plan book. Data were collected from weekly physical education lessons taught by two male advanced preservice teachers (PT's) to homeschooled students participating in a university-based clinical teaching program. Each PT taught six lessons for the data collection period. The first PT (PT1) taught the first three lessons with the use of pre-packaged lessons, while the second PT (PT2) taught his first three with self-designed lessons. Then they both taught using the other type of planned lessons. Results revealed that the response patterns exhibited by teachers and students were different between types of lesson plans. Interviews revealed a preference of the PT's for designing their own lessons. Although research is needed with multiple subjects for evidence of the impact of these plans on student learning, results from this preliminary study suggest that pre-packaged plans may limit the instructional effectiveness of these PT's and that the PT's indicated a preference for using self-designed plans. [ABSTRACT FROM AUTHOR]

This study analyzed the effects of a multimedia-based computer approach to teaching cognitive components of sport skills to elementary education majors enrolled in a course on methods of teaching physical education. All of the subjects were divided into two different treatment groups. Treatment I was a multimedia-based computer group (N = 45) and Treatment 2 was a lecture-based group (N = 52). The computer group was asked to learn the required information on the overhand throw, catch, and kick via the computer-assisted instruction approach, while the lecture group learned via the traditional lecture method. All subjects completed a pretest and posttest of the critical components and eue descriptions of the motor skills based on information in (Gabbard's (1992) text on motor development. Researchers used a rating system for assessing the accuracy of subjects' listing the critical components and cue descriptors of the motor skills. By using a multivariate analysis of variance (MANOVA) with repeated measures followed by Wilks Lambda, results indicated that the lecture group scored significantly higher than the computer group on the post-test on all of the components of the catch, throw, and the total component scores. However, no differences were indicated between groups on specific cue descriptions. [ABSTRACT FROM AUTHOR]

Presents information on a study which determined the effects of the Fit-Sport Model on the heart rates of upper elementary physical education students. Methods; Results and discussion.

Discusses a study which determined the effects of a modified Fit-Sport Model on third graders' enjoyment of physical education lessons in the United States. How the study was conducted; Results of the study; Discussion of results.

The article discusses the results of a study that examined the data management systems (DMS) in teacher education units across the U.S. Some functions of the DMS products are portfolio capabilities and data related. The study showed that majority of unit heads have used DMS products as a major component of their assessment systems. Commercial DMS products preferred by unit heads include LiveText, Task Stream and Wire Learning Assessment.

Describes assessment procedures which enable teachers to use time more efficiently in physical education class. Environmental organization; Progression levels; Skills testing; Use of contract folders.

Presents an abstract on the effect of pre-training professional socialization on the teaching of entry-level physical education teacher education students. Comparison of the teaching profile of the students; Group teaching behavior during peer teaching.