PETE professors' perceptions of teaching behaviors of effective general physical educators
The purpose of this investigation was to determine, and then compare and contrast, the performance-based teaching behaviors during the act of teaching for two populations of practitioners: (a) general physical educators who work with students without disabilities and (b) general physical educators who work with students with disabilities in integrated classes. A mixed methods design that involved both quantitative and qualitative methods with both sequential and concurrent procedures was used (Creswell, 2003). The sampling design was purposive to find participants (N = 9) who were professors of master's degree programs in general physical education.
A telephone interview was developed to determine the performance-based teaching behaviors included in the training and evaluation of students in general and adapted physical education. Data gathered during the telephone interviews were analyzed using open, axial, and selective coding (Burnaford, Fisher, & Hobson, 2001). The Internet questionnaire, Performance-based Teaching Behaviors of General and Adapted Physical Education Teachers, was sent as a blind carbon copy email to the participants consisted of informed consent information and close-ended questions.
Questions were developed using a three-step approach: (a) review- and analysis of performance standards and competencies listed in the literature, the National Standards for Beginning Physical Education Teachers (NASPE, 2003), the NASPE/AAHPERD Advanced Physical Education Standards (NASPE, 2001), and the Adapted Physical Education National Standards (Kelly, 2006); (b) information obtained from the telephone interviews; and (c) validity and reliability feedback. Participants ranked the importance of 145 teaching behaviors in two different physical education environments. Data from the Internet questionnaire were analyzed using descriptive statistics and a Wilcoxon nonparametric matched-paired signed-ranks test for related samples (Thomas, Nelson, & Silverman, 2005). Based on the results, performance-based teaching behaviors were similar across the two different environments and additional "clinically significant" teaching behaviors were identified for effective teaching of students with disabilities in general physical education.