An instructional video emphasizing teacher feedback and instruction during elementary physical education classes.

Abstract

Purpose of the study. An instructional video, focusing on teacher feedback and instruction, was produced for use by college instructors who prepare elementary physical education teachers in primary through twelfth grade (P--12) certification programs. The video featured three separate lessons of: (1) Movement education, (2) Manipulative skills, and (3) Nonmanipulative skills for elementary children in physical education classes at White Hall Elementary School in Richmond, Kentucky.

Procedures. The organizational process of this study involved acquiring the cooperation of The White Hall Elementary School physical education teacher and the Division of Media Resources at Eastern Kentucky University (EKU) in Richmond, Kentucky. The study involved four phases: (1) Preparatory---Teaching Without Videotaping, (2) Intermediate---Teaching and Trial Videotaping, (3) Finale---Teaching and Production Videotaping, and (4) Editing. Two second grade classes were used for the study due to the wide range of physical skills and behavior challenges which exist within that age group. The participants included 22 boys and 10 girls ranging in age from 7 years to 11 years.

The study describes the methods and procedures followed in the production of the instructional video and contains the lesson script for each lesson. A special feature of each lesson was the labeling of the student activity tasks so that the viewer can see the progression and sequence of instruction. The author provided two copies of the instructional video to the Learning Resource Center at Middle Tennessee State University (MTSU), Murfreesboro, Tennessee.

Recommendations. The recommendations for further study included: (1) additional instructional videos should be produced for college instructors who train physical educators at the middle school and high school levels, (2) a programmed manual for college students should be developed to accompany the instructional video, (3) additional videos should be developed specifically for preservice and inservice teachers, (4) additional filming and editing sessions should be conducted to insure greater quality in the production of future instructional videos, (5) a review board consisting of education professionals from the area of physical education instruction should be established to critique future instructional videos, and (6) digitizing the instructional video for use with computer programmed instruction.