Keywords
teaching-learning process, PETE, physical education teacher education
Abstract
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.
https://scholarsarchive.byu.edu/facpub/1926
Document Type
Peer-Reviewed Article
Publication Date
2012
Permanent URL
http://hdl.lib.byu.edu/1877/3885
Publisher
Hong Kong Baptist University
Language
English
College
David O. McKay School of Education
Department
Teacher Education
Copyright Status
© 2012 Hong Kong Baptist University
Copyright Use Information
http://lib.byu.edu/about/copyright/