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ERIC Number: ED225969
Record Type: RIE
Publication Date: 1982-Dec
Pages: 26
Abstractor: N/A
Reference Count: 0
The Instructional Behaviors, Class Content, and Class Organization of Movement Educators: Relationship to Movement Education Theory and Comparison to Traditional Practice.
Wright, Barbara L.
A study investigated and compared the instructional behaviors, class content, and class organization of kindergarten and first grade movement educators and traditional physical education teachers. Literature on this topic suggests that movement educators focus on indirect teaching methods, nontraditional classroom settings, student involvement, and a hierarchical curriculum based on Laban's motion factors (understanding and experimentation in relation to the elements of weight, flow, time, and space). Traditional programs in physical education are characterized by direct teaching methods, drills, development of sport skills, and large group activity. For the study, each of eight movement educators and five traditional physical education teachers was videotaped twice in instructional settings. Tapes were analyzed to determine the degree to which the lesson's content was or was not movement-oriented. Tapes were then coded to describe instructional behaviors, student behaviors, and class organizational patterns. The Cheffer's Adaptation of the Flander's Interaction Analysis System (CAFIAS) was used to describe student-teacher interaction. Findings indicated that movement educators stressed more divergence, creativity, experience with the dimensions of movement, cognitive understanding of movement, and self-direction than did traditional teachers. No significant difference was found in class organization. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Conference of the Ohio Association for Health, Physical Education, Recreation and Dance (Columbus, OH, December 1982).