教育研究學報



Relationship between Teacher Behaviors and Student Academic Learning Time in Junior Secondary Physical Education

1999.第14卷第1期(Vol. 14 No. 1).pp. 73–84
 

Relationship between Teacher Behaviors and Student Academic Learning Time in Junior Secondary Physical Education

Amy Sau-Ching HA(夏秀禎)

Abstract

The purpose of this study is to examine teacher behaviors and students' academic learning time in physical education in local junior secondary schools in Hong Kong. Participants in this study were twelve junior secondary physical educators and their physical education classes. Interval recording procedures were employed with the Arizona State University Observation Instrument to collect teacher behavior data. The Academic Learning Time–Physical Education instrument was used to collect data on the appropriate motor engaged activities of the students. Each teacher and their students were observed in four separate classes. Results show that students spent about one third of their time engaged in ALTPE. The most widely exhibited intervals of teacher behaviors were pre-instruction, concurrent instruction, management and silence. The Pearson Product Moment Correlation indicates that pre-instruction, concurrent instruction, and management, had significant relationships with student ALTPE. To conclude, local physical education teachers need to play a dynamic role in using different teaching techniques in order to enhance quality teaching and learning. Future studies focusing on the effects of type of unit, time allocation, class size, and class structure on ALTPE could also aid researchers and teachers to better understand what constitutes an effective teaching-learning environment.

Keywords: academic learning time in physical education; teacher behavior; physical educator

摘要

N.A.