2012 Volume 32 Issue 1 Pages 33-54
The purpose of this study was to examine effectiveness of hypothetical teaching strategies and skills for creating momentum in physical education class through intervention research. This study analyzed the learning time quantity and learning engagement rate of the intervened classes, and inspected tangible teaching strategies and skill of momentum. The object of the class observation was three class units of handball performed in upper grades class of three elementary schools (eight hours completion, all 24 hours). The intervention points are “management”, “instruction”, and “learning engagement”. The result was as follows.
When A unit, B unit, and C unit were compared from the analysis of learning time quantity, the relation of A unit > B unit > C unit was approved. The momentum arose when the intervened point was executed. Whilethe quantity of management time increased, an off task appeared, and the momentum did not arise when the intervened point was not executed. There for “setting rules and guides regarding the management at a planning class”, “rules and guides are thoroughly instructed to become conventions at the beginning of unit”, “teachers offer specific information about the management as well as positive feedbacks about children’s management behaviors”, “providing information related to learning contents in a way children can understand easily”, “setting concrete goals and selecting educational materials”, “simplifying and minimizing educational materials”, “inducing game elements into educational materials and setting challenging subjects”, “giving role behaviors(game analyzer, judge, scorekeeper, etc.) to children who aren’t able to participate games” can be located in the teaching strategies and skill that invents the momentum.
Therefore, three intervened points and these subordinate categories were able to be proven as teaching strategies and skills that invented momentum.
