Curtner-Smith M D, Kerr I G, Hencken C L
College of Education, University of Alabama, Tuscaloosa 35487-0312, USA.
Percept Mot Skills. 1995 Dec;81(3 Pt 1):967-76. doi: 10.2466/pms.1995.81.3.967.
The purpose of this study was to assess the influence of British National Curriculum Physical Education on the quality of physical education instruction in the five state secondary schools in one southwestern English town in terms of teachers' use of behaviours related with pupils' psychosocial development during the 1994 summer term. Subjects were the 20 physical education teachers employed at the five schools. Two lessons of each teacher's choice in which they taught any activity to pupils in Years 7, 8, and 9 were videotaped. Lessons were coded with the Coaching Behavior Assessment System, an observational instrument designed to record the rate at which teachers use behaviours positively and negatively related with pupils' psychosocial development. Data generated by this system were entered into an SPSS programme to produce descriptive statistics. Regardless of the activity being taught, teachers used behaviours related to pupils' positive psychosocial development much more frequently than they used behaviours linked with pupils' negative psychosocial development. A comparison of the data collected at these five schools during the present study with those collected in the summer term of 1992 indicated that the introduction of the National Curriculum Physical Education did not affect teachers' use of behaviours associated with pupils' psychosocial development when teaching summer activities.
本研究的目的是，就1994年夏季学期教师在教学中运用与学生心理社会发展相关行为的情况，评估英国国家课程体育对英格兰西南部一个城镇的五所公立中学体育教学质量的影响。研究对象是这五所学校聘用的20名体育教师。每位教师选择给7、8、9年级学生授课的两节课进行录像，授课内容为任何体育活动。课程依据教练行为评估系统进行编码，该观察工具旨在记录教师运用与学生心理社会发展呈正相关和负相关行为的频率。该系统生成的数据录入SPSS程序以得出描述性统计结果。无论所教体育活动是什么，教师运用与学生积极心理社会发展相关行为的频率，远高于运用与学生消极心理社会发展相关行为的频率。将本研究期间在这五所学校收集的数据，与1992年夏季学期收集的数据相比较，结果表明，国家课程体育的引入并未影响教师在教授夏季体育活动时运用与学生心理社会发展相关行为的情况。
