A comparative study of academic learning time of physical

Abstract

ABSTRACT The purpose of the study was to compare teaching effectiveness of beginner and experienced Physical Education teachers in the Volta Region of Ghana. It specifically examined how the class time is managed using Academic Learning Time- Physical Education as a tool.The population for the study was made up of Physical Education teachers and Senior High School students in selected districts and municipalities of the Volta Region. Participants were seven (7) experienced and seven (7) beginner PE teachers at the Senior High School. Thirty-five minutes regular lesson of each teacher were video recorded in their natural setting and ALT-PE observational instrument was used to do the analysis. Context level, learner involvement behaviours and ALT-PE scores were compared for the two groups of teachers. MANOVA results show no significant difference in students’ behaviour and course content activity between groups. Only experienced teachers spent significantly more time with warm-up, strategy and scrimmage. Students in the classes of beginner teachers spent significantly more time with on-task, motor appropriate and inappropriate unsuccessful behaviours, but students in the classes of experienced teachers spent significantly more time with off-task behaviours. The results however indicated no significant difference between the groups. It seems fair to suggest that beginner and experienced PE teachers should decrease the time onmanagement, transition, waiting, and theoretical explanations, while allocating moretime on physical activity (Practice). The low ALT-PE percentages may be credited to class size, type of activity andamount of equipment, teacher behaviour, class structure and organization. Fromthis study it seems that teacher should try to decrease management, waiting, and transition percentages and organize lessons with the primary goal of improving successful engagement time of students.