Training in-service physical educators to improve class time management.

Abstract The purpose of the present study was to examine the effect of a short-term training program οn physical education time management, in elementary school. Thirty-two physical educators were randomly divided into experimental and control group. Each teacher taught six lessons (two for pre-test, two for post-test and two for retention test). After the pre-test, the experimental group attended a training program which included a two-hour lecture with emphasis on how to effectively manage the allotted class time, and a two-hour practicum, supervised by the researcher. Then, both groups were post- and retention tested. For the evaluation of class time management, the form Time Management (Graham, 2001) was used. Multivariate analysis of variance with repeated measures and analysis of covariance were used for data analysis. Results showed that physical educators in the experimental group learned to increase student activity time, and managed student waiting time significantly better than those in the control group which, on the other hand, managed significantly better the time allotted to provide instructions. It is concluded that a short but focused training can significantly influence class time management, an important criterion of teaching effectiveness. Key words : teacher effectiveness; physical education; time management; elementary school. Resumen Este estudio ha perseguido analizar que efecto tiene la aplicacion de un programa educativo corto en la administracion del tiempo en Educacion Fisica en Ensenanza Primaria. Para ello, treinta y dos profesores fueron divididos aleatoriamente en dos grupos: experimental y control. Cada profesor impartio seis clases (dos pre-test, dos post-test y dos de retencion). Tras el pre-test, el grupo experimental siguiό un programa sobre cόmo administrar eficazmente el tiempo de clase, con dos horas de lectura y un practicum de dos horas supervisado por el investigador. Todo ello fue seguido de un post-test y retenciόn de pruebas por ambos grupos, para lo cual se utilizo el formulario de Administraciόn de Tiempo (Graham, 2001). Los analisis de la variaciόn multivariante para las medidas repetidas y de la covariaciόn demostraron que los profesores del grupo experimental aumentaron el tiempo de actividad del estudiante y manejaron su tiempo de espera significativamente mejor que el grupo de control, el cual por su parte manejό significativamente mejor el tiempo asignado para proporcionar instrucciones. Puede concluirse que un programa debidamente enfocado puede influir significativamente en la administracion de tiempo de la clase, un criterio importante de eficacia en la ensenanza. Palabras clave : eficacia del profesor; educaciόn fisica; administraciόn de tiempo; ensenanza primaria. doi:10.5232/ricyde2009.01703 Texto completo en PDF ----------------------------------------------------------------------- References/referencias Simmons-Morton, B. ; Taylor, W. ; Snider, S. ; Huang, I. , & Fulton, J. (1994). Observed levels of elementary and middle school children’s physical activity during physical education classes. Preventive Medicine, 23, 437-441. doi:10.1006/pmed.1994. 1059 -----------------------------------------------------------------------