Expertise in teaching has received considerable attention, and its knowledge base is growing steadily (Berliner, 1986). Researchers have used a theoretical framework rooted in cognitive psychology, viewing teaching as primarily a complex cognitive skill (e.g., Borko & Livingston, 1989). Research designs typically have included comparisons of teachers categorized as either novice or expert. Classroom studies showed that expert teachers interpreted and recognized classroom events with greater speed and accuracy. Expert teachers actively planned and taught organizational and managerial routines early in the school year (Berliner, 1986, 1988; Brooks & Hawke, 1987; Carter, Cushing, Sabers, Stein, & Berliner, 1988; Leinhardt & Greeno, 1986). Research on physical educators thought processes indicates similarities between those labeled expert (or more experienced) or novice physical education teachers and classroom teachers (Ashy, Howell, & Lee, 1989; Griffey & Housner, 1991;HousnerG Nelson, 1988; Sherman, 1983; Sherman, Sipp, & Taheri, 1987). Griffey and Housner (1991) were the first to compare not only the thought processes of inexperienced and experienced teachers but also their in-class behavior and that of their students. Findings on thought processes reiterated those from the research literature. Behavioral differences were limited in that experienced teachers spent more time lecturing, and their students spent more time receiving this information and initiating talk. Silence/confusion was more dominant in classes taught by inexperienced teachers.