Chen Weiyun, Zhu Weimo, Mason Steve, Hammond-Bennett Austin, Colombo-Dougovito Andrew
School of Kinesiology, University of Michigan, Ann Arbor, MI 48168, USA.
Kinesiology and Community Health, University of Illinois, Urban-Champaign, IL 61820, USA.
J Sport Health Sci. 2016 Jun;5(2):231-238. doi: 10.1016/j.jshs.2015.04.005. Epub 2015 Jun 12.
This study aimed to examine the extent to which the quality physical education teaching (QPET) practices contributed to improving 4th- and 5th-grade students' manipulative skill competency.
Participants were 9 elementary physical education (PE) teachers and their 4th- and 5th-grade students ( = 2709-3420). The students' skill competency was assessed with 3 manipulative skills using PE metrics assessment rubrics. The PE teachers' levels of QPET were assessed by coding 63 videotaped lessons using the assessing quality teaching rubrics (AQTR), which consisted of 4 essential dimensions including task design, task presentation, class management, and instructional guidance. Codes were confirmed through inter-rater reliability (82.4%, 84.5%, and 94%). Data were analyzed through descriptive statistics, multiple regression models, and independent sample tests.
This study indicated that the 4 essential dimensions of QPET were all significant contributors to students' manipulative skill competency. These predictors were significantly higher for boys than for girls in soccer and striking skills, while they were significantly higher for girls than for boys in throwing skill competency. Of the 4 essential dimensions of QPET, task presentation played the most significant role in contributing to all 3 skill competencies for both boys and girls. Further, students who experienced high QPET were significantly more skillfully competent than those students who did not have this experience.
It was concluded that the QPET practices played a significantly critical role in contributing to students' manipulative skill competency.
本研究旨在探讨优质体育教学（QPET）实践在多大程度上有助于提高四年级和五年级学生的操作技能能力。
参与者包括9名小学体育教师及其四年级和五年级学生（n = 2709 - 3420）。使用体育指标评估量表，通过3项操作技能对学生的技能能力进行评估。通过使用评估优质教学量表（AQTR）对63节录像课进行编码，评估体育教师的QPET水平，该量表由任务设计、任务呈现、课堂管理和教学指导4个基本维度组成。编码通过评分者间信度得到确认（82.4%、84.5%和94%）。数据通过描述性统计、多元回归模型和独立样本检验进行分析。
本研究表明，QPET的4个基本维度都是学生操作技能能力的重要贡献因素。在足球和击球技能方面，这些预测因素对男生的影响显著高于女生，而在投掷技能能力方面，女生的预测因素显著高于男生。在QPET的4个基本维度中，任务呈现在对男生和女生的所有3项技能能力的贡献中发挥了最显著的作用。此外，经历过高质量体育教学的学生在技能能力上明显比没有这种经历的学生更熟练。
得出的结论是，QPET实践在促进学生的操作技能能力方面发挥了显著关键作用。
