Observational analysis of student activity modes, lesson contexts and teacher interactions during games classes in high school (11—16 years) physical education

S.J. Roberts, Stuart J. Fairclough

Research output: Contribution to journalArticle

16 Citations (Scopus)
67 Downloads (Pure)

Abstract

This purpose of this study was to examine student activity, lesson contexts and teacher interactions during secondary school physical education, using a recently validated systematic observation instrument termed the System for Observing the Teaching of Games in Physical Education (SOTG-PE). Thirty, single-gender high school (11—16 years) physical education games lessons were systematically observed and recorded using SOTG-PE. Results showed the pupils were engaged in high levels of inactivity. The highest level of inactivity was recorded (52.8 percent) in the striking/fielding category. In the lesson context category general management was recorded highest (47.4 percent). The highest recorded teacher interactions across the three games categories were verbally promoting technical behaviour (40.9 percent).
Original languageEnglish
Pages (from-to)255-268
JournalEuropean Physical Education Review
Volume17
Issue number2
DOIs
Publication statusPublished - 2011

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