Teaching Strategies Dissertation Sample

The Development of Strategies to Increase the Amount of Quality Learning Time in Gymnastics.

This Action Research Dissertation was submitted as part requirement for the award of an Honours Degree of Bachelor of Education at DeMontfort University, Bedford, England. ref: R Walden. date: 2nd February 1994.

Full dissertation version was graded: 75% (1st Class).

The full, original version (hard copy) can be obtained from the DeMontfort University Bedford Library.

The full version contains diagrams, appendices and graphs which are referred to throughout.

This Sample Contains:

Abstract (full version)

Introduction (exert 1)

Introduction (exert 2)

Summary Analysis of Results (exert 1)

Conclusion (exert 1)

References

Abstract (full version)

This action research project aimed to enhance pupils' learning by developing teaching methods to increase quality time in gymnastics.

The study was undertaken with a class of thirty-one, year eight pupils of mixed gender and ability. The data was collected during six, one hour and ten minute lessons, and methods of data collection included, observer and teacher evaluations, pupil questionnaires, and a coding instrument for establishing how specific amounts of time were used in the lesson. Triangulation between the teacher, pupils and the observer was adopted in order to validate the results.

It was found that quality learning time increased through the use of different teaching behaviours and strategies. The study also found that time management is a factor in maximising learning time, and that too much activity can be detrimental to quality learning.

Introduction (sample 1 of 2)

This section outlines the overall aims for the project in relation to the title, explains the initial inspiration for the research and recognizes the relevant literature, which contributed to the background of the study.

The primary aim of 'this action research project was to at tempt to develop methods for increasing the amount of quality active time spent in physical education lessons.

The inspiration behind this study came from observations from my third year teaching practice. First, through discussion with members of staff from my teaching practice school, it was noted that out of a forty five-minute lesson, we only had approximately twenty to twenty five minutes available teaching time. The reasons for this appeared quite simple: Pupils needed time to change, kit needed to be checked, equipment prepared, and so on, and if the lessons were outdoors, there was even less time available. This was a source of considerable frustration as, although many of these routines were necessary. The pupils were not involved in active learning.

I was also given the opportunity to observe many different teaching styles and methods and I noted that in a number of cases, the pupils were not physically active in the small amount of available teaching time. Instead, much of this time was given

On evaluation of one of my own lessons, I remember the observing teacher saying something similar to... "but perhaps could have let them have more time to practice and experiment as you seemed to be more active than they were for much of the time." Additionally, research indicates that 'gymnastics lessons provided least opportunity for motor skill learning" and that "children are not very active in gymnastics lessons." (Beauchamp et al. 1990)

In Physical education, learning skills through activity is of vital importance. The national curriculum (1995, p2) states that "the greatest emphasis should be on the actual performance aspect of the subject." Without a quality learning process, these skills cannot be developed.

Research (Siedentop, Tousignant & Parker, 1982 cited in Beauchamp et al, 1990) shows that the results from seventy-five lessons of seventeen different activities illustrate a total of 65% of lesson time was allocated to motor (physical) activity. This appears to be quite favourable although, the actual quality engagement time was only 45%. (The word "allocated" refers to the amount of time given to work set by the teacher, whilst "engagement" time is the time pupils are actually working specifically on tasks set). When this data is broken down even further into specific activities, it can be seen that only 18% of gymnastics lessons showed evidence of appropriate physical activity.

Introduction – (sample 2)

However, to build up automated responses and motor skills, it is necessary to allocate some time to cognitive activity. This may be through watching demonstrations, reading work-cards or problem solving discussion, or some other form. Beauchamp et al (1990) suggest that studies show that students. when not successfully motor engaged, are primarily listening to a lecture or watching a demonstration.

Observations indicated that even though some activities did have high percentages of cognitive time (ranging from 13% in team sports to31% in gymnastics), this was usually the result of planned, allocated time. Another question is raised therefore, as to "how much cognitive time do students need for quality physical education programs')" (Beauchamp et al, 1990). As the amount of cognitive time appears to be quite high in gymnastics this is an area I intend to explore.

Other considerations were those factors, which may have an effect on the measurement of the results. These factors will be dealt with in more detail in subsequent chapters although it is worth mentioning some potential problems to look out for in the research. These include the "Hawthorne effect" which is based on the premise that changes in behaviours may occur purely as a result of changing stimulus, as opposed to the type of stimulus offered as well as the effects of pupil discipline. With regard to the Hawthorne effect, it was considered that merely changing the teacher might have an adverse effect on pupil behaviours. In addition, discipline is an area which could potentially disrupt the measurements although in the study mentioned previously (Beauchamp et al, 1990), it was noted that this did not appear to influence the quality learning percentages. (Off-task behaviour was rarely observed, except in gymnastics, whereas in all other activities, off-task behaviour ranged from 1-2%, whereas in Gymnastics is was 9%.

Summary Analysis of Results (sample 1)

Upon initial evaluation of the graph in figure 3.1 it could be said that the study was successful In achieving the aim of developing strategies to increase the amount of quality time. However, a further interpretation of the triangulated results would suggest some disagreement with this assumption.

The following analysis aims to concentrate on two main areas. First, an analysis of the factors affecting the reliability and validity of the results, and second, the key issue, of the relationships between motor appropriate activity, and cognitive time.

There were many problems with the reliability and validity of the questionnaires. In the beginning, the (questionnaire used in the pilot study needed revising considerably. The information was not particularly relevant to the requirements of the project. The result was that I had 'accidentally' formulated the questionnaire to give me the information that I "wanted" as opposed to what I "needed" for the study. By week two, the format would need to be improved. However, I was faced with the dilemma of whether to make a questionnaire which could be directly compared from week to week, or one that was tailored to the type of lesson I was to teach and the teaching strategies. I decided to opt for a combination. For example, question number 7 asks the specific question, "did the apparatus plan help". The following week, I would ask "were the work cards useful". On the other hand, "Did you have enough time to practice" was a question asked every week. Although this information would help assess the usefulness of a particular strategy, it was difficult to Identify trends. Additionally, this approach meant that the processing of data and compilation of the questionnaire was more time consuming.

Conclusion (sample 1)

An overall assessment of the project suggests that increases in quality learning, time were observed to different extents in different lessons. It was found that there was a variety of teaching strategies, which could be applied in different situations.

Birdwell and Maries (1980) found that there was "an association between changes in teacher behaviour and increases in student academic learning time" (p1273 A). 'The most effective teacher behaviours appeared to be those which involved high levels of interaction between Pupil and teacher, and where a 'busy'. Intervening approach was taken. This correlates with Hastie's (1994) conclusions that high levels of pupil teacher interaction results in higher levels of ALT-PE. Strategies which used differentiation not only directly increased the quality oil- learning, but also facilitated other teacher behaviours which would not have otherwise been possible. However, success was also gained with a more passive approach to the lesson. Hastie's (1994) observations did not support this evidence, and it can be concluded that there are a few cases in which this approach would be effective. The least effective strategy was Hardy’s "Instructional Cues" (1992). This may be more effective in a differently structured lesson, or a lesson with a, different sport as a focus.

An increase in the gross amount of activity did not correlate with an increase in quality activity. The following statement supports this conclusion - "Fisher et al theorised that the amount of time a student was engaged with the subject matter was the crucial variable" (Lee & Poto, 1988, p65). 'Thus, In the light of this study, it can be said that the gross amount of time spent in activity and engagement in the subject matter are two distinctly different things.

References

Beauchamp, L., Darst P.W., Thompson L.P., Academic Learning Time as an

Indication of Qualitv High School Physical Education. Journal of physical

Education, Recreation and Dance Vol.61, no.1 pp92-95

Burns R., Dobson C., (1984) Introductory Psychology MTP Press

Child, D. (1986) Psychology of the Teacher. Cassell Education Ltd. 4th ed.

Hardy, C.A. (1992) Teacher communication and time on task. Research in

Education, vol.49, no. 47, pp29-38

Hastie, P.A., (1994) Selected Teacher Behaviours and Student ALT-PE in

Secondarv School Physical Education. Journal of Phvsical

Education no.13 242-259. Human Kinetics Publishers.

Haywood, K.M. (1993)

Kinetics, Champaign Illinois

Hopkins, D. (1985) A Teacher's Guide to Classroom Research. Mathematical

composition Setters, Salisbury.

Lee, A.M. and Poto, C. (1988) Instructional 'Time Research in Physical

Education: Contributions and current issues. Quest. no.40 pp63-73.

McKernon, J. (1991) Curriculum Action Research. Castleford Press Ltd.,

Wellinborough.

Mechling, H. (I982) The influence of structural task information and self-regulation on the acquisition of a complex skill in relation to practice conditions and age. Scandinavian Journal of Sports Sciences. 4, pp 57-61.

Metzler, M. and 'Fech, V. (1989) A review of Research in Sport Pedagogy,

Journal of Teaching in Physical Education. no.8, pp87-103.

DFE, (1995) Physical Education in the National Curriculum IHMSO, London.

Nixon,.I., (1981) ATeachers Guide to Action Research. Grant-McIntyre.

Phillips, D.A., & Carlisle, C., 1983). A comparison of physical education teachers categorized as most and least effective. Journal of Teaching in Physical Education, 2, pg 55-67

Sabin, V. (1993) School Gvmnastics, a teaching manuel. Val Sabin Productions. Northampton. Vols. 1 and 2.

Bibliography exists but is not included in this version.