Abstract
Physical education class is based on the students’ movements over a large spatial area. For this reason, physical education teachers are required to have cognitive abilities to perceive students’ movements than in a classroom. In order to study teachers’ cognition, two methods have been developed. Ikuta(2000) developed an on-going method to record a running narration during class with a microphone attached to the teacher. Nishihara(2007) experimented with a cognitive review method to record what the teachers were looking at during class onto VTR with a CCD camera attached to their heads. The class was then followed by a cognitive review. While watching the video footage, the teachers were required to explain what they had been thinking. The effect of each of the two methods, however, was not clearly shown. This study examined how each method was effective. Three persons who had different lengths of teaching experience participated in the study. Results revealed that the on-going method produced no little narrative from the teachers with long experience. On the other hand, it was shown that the cognitive review method produced similar narratives from a postgraduate who had short experience and the teachers who had long experience.
