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Accomplished Teachers’ Implementation of Quality Teaching Practices

Weiyun Chen, Austin Hammond-Bennett, Ashely Upton, Steve Mason


The purpose of this study was to describe how accomplished teachers implement the quality of teaching practices in their daily lessons. The participants were four elementary physical education teachers (one male, three female). The data sources consisted of videotape of the teachers teaching 12 lessons, transcription of the taped lessons, descriptive written records, and formal interviews with the teachers. The data were analyzed using the constant comparison techniques. The findings indicated that the teachers provided coherently connected and meaningfully authentic learning tasks for each lesson. They presented the learning tasks using examples, images, and learning cues; organized the class using efficient routines and creative ways; and provided students with tailored instructional guidance. 


Task Design, Task Presentation, Class Management, and Instructional Responses

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