(Reinforcing) factors influencing a physical education teachers use of the direct instruction model teaching games
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Issue Date
2016-06-01
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Show full item recordAbstract
he purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the factors that encouraged his use of the DIM. Data were collected from interviews and lesson observations. Inductive data analysis showed that while the teacher presented a ‘full version’ of the DIM, his limited content knowledge impacted on the use of the model in teaching cricket. Factors influencing his use of the model were a sporting perspective, a Post Graduate Certificate in Education mentor and the ability and behaviour of the students. These factors reinforced his undergraduate learning and subsequent use of the DIM. It is suggested that the comparable backgrounds of many PE student teachers may make the DIM an apt model to learn in undergraduate and postgraduate PE courses. However, effective use of the model requires students to be taught and to possess in-depth content knowledge of the game(s)/activities being taught and learned.Citation
(Reinforcing) factors influencing a physical education teachers use of the direct instruction model teaching games 2016 European Physical Education ReviewPublisher
SageJournal
European Physical Education ReviewAdditional Links
http://epe.sagepub.com/cgi/doi/10.1177/1356336X16652081Type
Journal articleLanguage
enISSN
1356-336X1741-2749
ae974a485f413a2113503eed53cd6c53
10.1177/1356336X16652081
Scopus Count
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Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/