This study investigated how seven elementary physical education teachers developed rules, routines, and expectations at the start of the school year. The researchers observed and coded the teachers' behaviors to analyze what routines, rules, and expectations were communicated to students and how they were established. They found that all teachers primarily focused on establishing managerial and instructional routines in the first classes through modeling and practicing. The strategies employed were effective regardless of teachers' experience level or the grade taught.

1. Fink, J., & Siedentop, D. (1989). The
development of routines, rules, and
expectations at the start of the
school year. Journal of Teaching in
Physical Education, 8, 198-212.
Annie Machamer

2. Type – Purpose – Theory
• Type: Quantitative Analysis
• Purpose: To investigate how the seven elementary physical
education specialist developed rules, managerial routines,
and performance expectations at the start of the school year.
• Theory: Establishing rules, routines, and expectations early on
leads to higher levels of achievement in students and a more
effective classroom.

3. Background/Significance
• This study’s significance is that it will examine the following questions in
order to form a conclusion that the teachers observed are as successful as
effective classroom teachers in implementing rules, routines, and
expectations at the start-of-the-year.
• Questions: 1. What routines do elementary physical education specialist
teaches at the start of the school year? 2. How are routines taught (for
example, at what level of specificity, how many opportunities to practice,
and how are compliance and noncompliance treated)? 3. What rules are
established and how are they established? 4. What expectations do
physical education specialists communicate to their students?
• Teacher Considerations: Do teachers differ on the bias of level of
experience? Do teachers differ on the basis of student grade level (first
and fifth)?

4. Video Example
• https://www.youtube.com/watch?v=ZowKEQf
hiXI

5. Methods/Analysis
• Setting: Elementary school setting in suburban areas were all teachers had
access to gymnasiums, outdoor spaces, and equipment. 1987-88 school
year.
• Participants: (1) Bobbie, Chris, Gary were all veteran teachers with 12 or
more years of experience. (2) Kathy and Missy were at the intermediate
level with 3-5 years of experience. (3) Kelley and Mike are beginner
teachers in their first year.
• Class Times: (1) Chris and Kelley met every fourth day for 50 min. (2)
Bobbie and Missy met two times a week for 30 min. (3) Kathy and Gary
met first grade twice a week for 30 min, and fifth grade once a week for 45
min. (4) Mike met twice a week for 40 min.

6. Analysis Methods
THREE STAGES OF CODING:
•1) Observer must distinguish if event was related to a rule/routine or
expectation.
•2) 11 teacher behavior codes: providing an opportunity for a routine (X),
describing (D), or describing while students were active (DA), prompting (P),
questioning (Q), specific verbal praise (+S), general praise (+G),
reward/consequences (+C), specific verbal reprimand (OS), general reprimand
(OG), and punishment/consequences (OC).
•3) Observer must identify specific focus of rule, routine, or expectation: for
example enter, attention, gathering, dispersing, quieting, trying, personal
space, cooperation, etc.

7. Findings/Main arguments
• Question answers: 1. Attention/quiet routine, transitional management
rules/routines, housekeeping routines, and finish routines. 2. Students are
presented rules/routines, given an opportunity to practice, then are asked
to perform in each class. 3. General participation, dress code, behavior,
etc. are established by being posted visually in the gym area. 4.
Expectations of meeting the class rules were stressed at the start-of-the-school
year, but after that were not mentioned much.
• Teacher level: No major differences found between experience level or the
grade being taught
• One teacher differed in some areas, possibly because of her differing
education relating to her different university ties.

8. Conclusions/implications for practice
and/or future research
• There were strong similarities between the elementary
physical education specialist in this study and practices of
effective classroom teachers at the start-of-the-school-year.
• The major focus found was on managerial and instructional
routines within the first classes.
• The strategies used in this study were effective and were
observable. These strategies could be implemented into any
physical education setting and most likely be just as successful

9. What does this paper mean to
me?
• Rules, routines and expectations are important to implement at the
start of the school year in order to maintain a successful and
effective classroom throughout the year.
• By developing these rules, routines, and expectations early on,
students are able to develop more in learning because we as
teachers are not focused on managing the classroom, but providing
meaningful content.
• This research and findings support my teaching style in that I
practice implementing and maintaining rules, routines, and
expectations for my students.

10. Questions?
• It was not specifically stated in the article, but it seemed as if
6 out of 7 of the teachers observed came from the same
undergraduate training background. If this were true, how
might this effect the study? How could the study change with
teachers of different training being observed?
• How can we ensure that physical educators who have not
received the proper training, are exposed to the newer
methods? How might this help physical education? Give an
Example.
• If you were going to replicate the study, what would you
change?