Opettajan toiminta ja oppilaiden liikunta-aktiivisuus koulun liikuntatunnilla

Abstract

The purpose of this study was to investigate teacher behaviour (i.e. teaching activities) and students' motor engagement time in school PE classes and their background factors. The model of Dunkin and Biddle served as a general framework for the investigation while the theoretical foundation for analysing teacher and student behaviour was derived from information processing models. On the hasis of these models instruments were developed for the systematic observation of teacher and student behaviour in physical education classes. Inter-observer agreement was 84% for the teacher behaviour observation system and 91 % for students' motor engagement. The data were gathered in 406 PE classes, of which 250 were 7th- and 9th-grade comprehensive school lessons. The statistical analyses were based mainly on these classes. The results indicated that teacher's gender had a significant influence on teaching behaviour: male teachers used more time for supervising students' activities than female teachers (43% and 30% respectively of effective class time). Female teachers explained the subject matter more thoroughly (16 and 9% respectively) and gave more concurrent instructions and feedback (27 and 18% respectively) than male teachers. Teachers used about 20% of the class time for organizational activities. Curricular factors (teaching objectives, methods and contents) and the setting (whether indoors or outdoors) of the class affected teacher behaviour significantly. Students were engaged in motor activities for about 50% of class time, boys a little more than girls. Regression analyses yielded a significant model for the male data only. Of the boys' engagement in motor activities about 30% was explained by the following factors: indoor-outdoor setting, the boys' motor skill level, the class content, and the teaching objective. When teaching behaviour variables were used as independent factors, they explained 19% of the girls' and 27% of the boys' motor engagement. The importance of curricular factors and the teacher's gender is a central theme of the dissertation' s discussion section.