The Influence of Teacher Behavior on Learning Products to Physical Education Class

Abstract

The purpose of this study was to examine how teacher behavior make a difference in experimental teaching units (ETU) instructed by two teachers, and how this difference influences student learning behavior and the learning products in physical education classes. In order to analyze the teacher behavior and the student behaviors in those classes, systematic observation instrumentation and ALT-PE observation system were used and additionally the numbers of trial to movements were counted. Learning products were evaluated by student evaluation and skill performance test.The main results can be summarized as follows.1) The first teacher, who used a direct teaching style, used Lecture and Direction frequently in his class. On the other hand, the second teacher, who used an indirect teaching style, frequently used Interaction, Monitoring, An approaches to individual students, scarcely used in Lecture and Direction. She produced a positive climate in class, rarely using Corrective feedback for behavior and Negative feedback for skill learning as compared with the first teacher.2) According to the analyzed results of student behavior, great differences in the numbers of trial to movements and ALT of task activities were not found between two classes.3) The first teacher's style was more profitable in terms of skill performance, while the second teacher's style was higher in terms of student evaluation.4) These results suggest that teacher behavior made a difference in their presage variables, although we controlled program and context variables in the classes. And we could find that these two different type of teacher behavior which had an influence on learning products, had no influence on student learning activity. That is, the indirect teaching style is more effective than the direct one for students' positive attitude to physical education class.