Abstract
The purpose of the study was to compare the academic learning time (ALT) of elementary students in physical education classes taught by specialists with those taught by classroom teachers. Physical education classes of 7 specialists and 13 nonspecialists were observed using the revised ALT-PE instrument. The data revealed close similarities within the large categories of context and learner involvement, although interesting differences appeared within the subcategories. No significant difference was found in measures of ALT-PE. The results indicate that although specialists may select more appropriate learning activities, knowledge of content may not be the most significant variable in organizing for maximized student participation and success.
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