Overview of time and learning research in physical education

1. van Der Mars, H. (2006). Time and
learning in physical education. In D. Kirk,
D. MacDonald, & M. O’Sullivan (Eds.),
The Handbook of Physical Education (pp.
191-213). Thousand Oaks, CA: SAGE
Publications Ltd.
Dr. Stephen Harvey

2. Purpose of review
• Review the main findings from research into
time in physical education
• Main construct for this has been ALT-PE and /
or Opportunities to Respond (OTR)
• Directions for future research based on the
importance of time variables studies so far

3. Background and significance of
study…what did it report to add?

4. Theoretical Frameworks

5. Theoretical Frameworks

6. Theoretical Frameworks
INSTRUCTIONAL MANAGEMENT
SOCIAL
DOYLE, 1984

7. Observation Tactics / Instruments
• Recording methods
– Duration
– Interval
– Event
• Systems
– a lot to keep you going
– e.g. System for Observing Fitness Instruction Time

8. Observation Tactics / Instruments

10. Data generation sheet
• Motor appropriate (MA). The pupil is engaged in a
motor activity related to the subject matter in such a
way as to produce a high degree of success.
• Motor inappropriate (MI). The pupil is engaged in a
motor activity related to the subject matter, but the
task or activity is either too difficult for the pupil's
capabilities or so easy that practising it could not
contribute to the achievement of lesson objectives.
• A: activity – motor engagement in assigned task
(jumping rope, participating in 3 on 3)
• O: off task – not doing assigned task, teacher
addressing misbehavior

12. Data generation sheet for Mylan

13. Data generation definitions

14. Data generation sheet

15. Findings/Main arguments
a) Teaching and student behaviors are highly
related, and some teaching and student
behaviors in a lesson impact student learning
and some do not;
b) In-class learning in turn effects student
achievement;
c) Teachers vary in their use of effective
managerial and instructional behaviors and thus
in their effectiveness as teachers
Ward (2014)

16. Conclusions/implications for practice
and/or future research
• Games-based instruction
• Authentic Assessment instruments
• Observation tactics
– Analysis of gender and skill level
– Length of units

17. What did this paper mean to me?
• It told me there was a legitimate research
program in games-based instruction and this
is grounded in the historical developments of
physical education and sport pedagogy
research

18. Questions?