physical educator, self-appraisal, assess instructional performance
Many of the instructional challenges physical education teachers are confronted with today are very different from even those of our recent past. Advances in educational practices have found different ways to reach students, respond to their activity needs, and provide more interesting, effective, safe, as well as, novel ways to approach the teaching-learning process. Exploration into "Best Practices", instructional methods, and teaching effectiveness over the past three decades has brought about numerous changes that have focused on enhancing the quality of the teaching-learning experience in physical education. Student assessment, teaching effectiveness and instructional accountability are just a few of the concepts "BUZZing" throughout the halls, offices and classrooms, including making their way into the gymnasium. Toward this end, and certainly with an eye on creating a positive impact on instruction, the authors have put together a list of instructional elements. Each of these instructional elements are presented with the idea of motivating the individual teacher to think about each of their classes as an critical experience in the development of each and every student, and plan a presentation of lessons in physical education that will have a positive effect immediately and help to set a firm foundation for future lessons to build upon. The ultimate goal is to provide a solid foundation with skills and knowledge that will serve to draw students into activity throughout their adult life.
Original Publication Citation
Christenson, R., & Barney, D. (2008). A teacher self-appraisal checklist for physical educators to assess instructional performance. OAHPERD, XLIV, (3), 23-27.
BYU ScholarsArchive Citation
Christenson, Robert S. and Barney, David C., "A Teacher Self-Appraisal Checklist for Physical Educators to Assess Instructional Performance" (2008). All Faculty Publications. 1887.
Oklahoma Association for Health, Physical Education, Recreation and Dance
David O. McKay School of Education
© 2008 OAHPERD
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