A practice-based study on supporting in-service
teachersʼ physical education lessonusing a systematic observation application

Etsushi Hasegawa
University of Tsukuba JapanOutline
The content of my presentation is to analyze the teaching and learning process of physical education
lessons given by in-service teachers at elementary schools in Tokyo using the "Lesson Study Analyst forPE" application, and to discuss with the teachers how to improve the next lesson based on the resultsof the analysis. Through the repetition of this procedure, the teacher can experience that his/her
physical education lesson is getting better and better, and he/she can recognize this by the evidence ofobjective analysis data.
The accumulation of this experience will become valuable practical knowledges for the group ofteachers at their schools.
In-service elementary, middle and high school teachers have health and physical education teacher
licenses, but even though they know the contents of their own specialized sports, but they struggle toteach the contents of other sports. On the other hand, most elementary school teachers are not licensed
physical education teacher and have limited knowledge of the content. This is also true for university
physical education teachers. Some of them do not have teaching licenses, while others have content
knowledge of a particular specialized sport, but no teaching experience. These in-service teachers alsoneed appropriate support for practicing physical education lessons.

Teacher Development and Reflection• Teachers grow as they evaluate andreflect on their own teaching.

• Systematic observation is an effective
tool for reflection
In physical education lesson, no otherclass is as complex as physical education
lesson, where various facts of theteaching-learning process are manifestedas complex behaviors of teachers andstudents.

Reflection is important for the growthand development of teachers as
professionals
Teachers as professionals are expected
to grow as "reflective practitioners," andat the core of this "reflectivepractitioner" is reflection.”

Application
development for
Analyzing theTeaching-Leaning
Process in Physical
Education Lessons

The value of systematic observation
method (behavior analysis) in physicaleducation lesson should be evaluated in
the future; Organizational observation
methods provide objective evidence forreflection (Takahashi, 2003).

• Many studies in Japan have tried to quantify theteaching-learning process using systematic
observation methods from the 1980s, especially thetime duration record method and the teacher’sinteraction behavior record method (Takahashi,2003).
The statistics and descriptions created by thosestudies have been useful in providing important
knowledge and skills for preservice and in-service
teachers,
but the procedures to calculate results are difficult
and time consuming.
•(	 Scene)

activity

SSet)

Greeting

Total

45 min 00

100%
27 times

Explanation
Lesson objective

Preparation exercise

Instruction

9 min 05
20.2
5

Cognitive
Mlearning1
6 min 4014.8
2Motorlearning

223 min 20
51.9
6Record on learning
0 3cardManagement541672

5 min 55
13.1
14

Therefore, I developed an app for visualization andcalculation of the teaching–learning process inphysical education lessons. The “Lesson Study
Analyst for PE, works on iOS.

An app of Lesson Study Analyst for PE （Hasegawa, 2017）

Result of Visualization of teaching learning process

Touch-screen buttons for time duration categories‘teacher’s instruction time’ , ‘management time’learning time’ , and ‘motor learning time’, ‘cognitive

Touch-screen buttons for teacher interaction behavior categories‘question’ , ‘cheering’ , ‘positive feedback’ ,‘corrective feedback’ , and ‘negative feedback’ .

Summary of statistics

Editing of each record

Open of guideline
site for training
LSA-PE• Duration Record

Recording principles• Teacher’s interactive behaviors Record-Record each time the content or target ofinteraction behavior changes. ・Record
interaction behavior in all situations
during class .

-Record activities in which approximately half of thelearners participate. ( Principle of multiple participation )- If overlapping activities appear, the motor learning scene(A2) will be recorded preferentially. ( Principle of superior
motor learning )- Record activities with emphasis on the teacher'sinstructions. ( Principle of emphasizing teacher
instructions )- Record activities for 10 seconds or more. ( Principle ofrecording for 10 seconds or more )*However, meaningful activities such as scene changes
should be recorded even if the duration is less than 10
seconds.

16 questions of Time duration record
13 questions of Interactive behavior record

Complications of Objectifying Teaching PracticesUsing the Systematic Observation Method
How does analyzing lessons benefit teachers?

How does using LSA-PE benefitteachers?

- Able to evaluate teachers‘ practical teachingskills and knowledge-Can be immediate- Able to propose standard values as specifictargets-Provides visual information- Able to provide meaningful indicators forreflecting on teaching-

Allows for easy reflection- Able to promote teachers’ professional
knowledge of teaching

A practice-based study on
supporting in-service
teachers’ PE lessonusing the LSA-PE14

4th grade
elementary
Tag rugby
unit4th grade
elementary
Tag rugby
unit

Summary of results on the11th lesson

Instruction(I) Management(M) Cognitive L(A1) Motor L(A2)

Tag rugby

Result of time duration record

3rd lesson
4th lesson
5th lesson
6th lesson
7th lesson
8th lesson
9th lesson
10th lesson
11th lesson

31.0

3時間⽬

3rdth間 ⽬
4時
4th
5時間⽬
5th
6
6時間⽬
th
7
8時間⽬
8th
9時間⽬
9th
10時間⽬
10th
1 1 時 間th
11 ⽬

38.8

Reduction of instruction time

37.2
53.5

22.1

22.2

59.5

20.6
16.5

16.2

57.2
7.1

25.8

16.1

3.8

22.1

18.4

16.3

44.6
20.2

24.4

15.6

学習指導場⾯(I) ％Teachersʼ reflections

24.4

60.1
2.8

55.2

9.1

マネジメント場⾯(M) ％59.2
認知学習場⾯(A1) ％運動学習場⾯(A2) ％The teachers spent a lot of time teaching thestudents.
Therefore, we asked the teachers to be aware of thisand to be creative in the way they explained things
to the students.
↓The amount of time spent on instruction wasgradually reduced,
The overall class time was also shortened.
The overall class time could be shortened because ofthe reduction in instructional time.
Setting up cognitive learning activity⑨⑩⑪The learning and instructional process and time allocation
became clear.
and time allocation became clear.
↓Cognitive learning can be included
before and after games
before and after the gameTransformation of interactional behavior→Less than 100 times at the beginning of the unit

Increase positive FB, encouragement and questioning

Interactions18were over 300 at times