teaching-learning process, PETE, physical education teacher education
What in the teaching-learning process can PETE (Physical Education Teacher Education) faculty identify as being effective and a critical part of this multifaceted practice? Which of the physical activity learning experiences best serves the student? Finally, how does a future-professional physical education teacher, who is inexperienced and intimidated by their first job circumstances, wade through all the information and responsibilities to perform up to expectations? As described by Veal (2011), "Teachers operate in an intensely complicated and demanding world. They face 30 or more students at once – each one different from the other, demanding individualized attention and treatment. Teachers must respond to a continuous and rapid succession of events, many of which are unanticipated, leaving little time for thoughtful decision making." This article attempts to identify instructional issues and answer the questions posed above.
Original Publication Citation
Christenson, R., & Barney, D. (2012). An instructional pyramid: Expanding coach wooden 's "Pyramid of Success" to guide P.E.T.E. professionals. Asian Journal of Physical Education & Recreation. 18,(2), 46-64.
BYU ScholarsArchive Citation
Christenson, Robert and Barney, David C., "An Instructional Pyramid: Expanding Coach Wooden's "Pyramid of Success" to Guide P.E.T.E. Professionals" (2012). Faculty Publications. 1926.
Hong Kong Baptist University
David O. McKay School of Education
© 2012 Hong Kong Baptist University
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