Systematic Observation of the Lesson of Physical Education with the Use Of OSCD-PE

Eva Frances Coules & George Tzetzis

Department of Physical Education & Sport Science, Aristotle University of Thessaloniki, Hellas

Abstract

The purpose of this study was to evaluate the relationship between the structure of a physical education lesson, its content and the process of learning in general. This involved the systematic observation of ten physical education lessons, which aimed at teaching the skills of dribbling and passing in basketball, for students of the 5th class of elementary school. The Observation Instrument for Content Development in Physical Education (Rink, 1979) was used and the process of content development in relation to the physical education lesson was evaluated. This instrument assesses simultaneously three major categories of behavior: a) the communication between students and the instructor, b) the content function and c) the recipient of the behavior. The evaluation followed the observation, recording and analysis of the lessons after they were videotaped. A descriptive analysis indicated that in the physical education lesson much time is spent in its organization, which means a reduction in learning time. In addition excessive time is devoted to the simple observation of students without any constructive intervention (group or individual feedback) by the teacher. Demonstration plays an important role in the process of teaching but without the concentration of attention at key points or the concentration around errors by individuals. A minimum of time was devoted to the motivation of students as well as individual feedback. A better use of available time in combination with an improvement in the organization of the lesson is recommended in order to maximize learning. Instruments such as individualized feedback, stimulation and improvement in communication can help the physical education teacher to improve the quality of his / her work.

Key words: OSCD-PE, time on task, communication