Abstract
This investigation examined the role of routines and activity structures as organizing features in middle school physical education. Six physical education specialists from one suburban middle school were observed during their first four lessons at the beginning of the year and during an additional lesson at midyear. Analysis revealed that routines and activity structures were well established by Day 4 and remained through midyear. Three categories of routines emerged: management, instructional support, and instructional exchange. Activity structures increased when formal instruction began, with four segments occurring during Days 1 and 2 and seven segments observed by Days 3 and 4. Although the types of routines used by these six teachers were similar, differences among teachers appeared to be related to how routines were presented, implemented, and enforced. A number of environmental features appeared to coerce utilization and implementation of routines.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.