Using video to enhance teaching skills of pre-service PE teachers

Second article review for my supervision class:

In the article “Systematic observation training for pre-service Physical Education teachers”, Behets (1993) stated that observation is a critical skill in effective teaching Physical Education (PE). Several other researchers advocate for the use of observation training as part of the PE teacher education programs (Bressan & Weiss, 1982; Metzler, 1986; Allison, 1987). While most studies focus on observing sport skills (Nielsen & Beauchamp, 1991; Allison, 1987; Hoffman, 1983), few studies illuminate the use of systematic observation methods on the skill of teaching itself (Carter et al., 1988; Belka, 1988; Allison, 1990). From these studies, results indicate that observing PE teaching is difficult but it can be learned and improved upon. Behets (1993) purpose to this study was to describe what pre-service PE teachers perceive before and after observation training.

This study employed the use of two observation systems: a behavior checklist used in schools for over 20 years and the MOST-PE system, as developed by Metzler in 1990. Fifty nine PE teacher candidates participated in this study in the final year of their program. The ten consecutive weeks began with a pre-test where the teacher candidates’ observation ability was assessed while they observed a videotaped lesson. Next, the students were familiarized with observational techniques and trained on using observation sheets. In the final session, a post test was administered using the same video lesson as in the pretest. In the pre-test, one group used the traditional behavior checklist, while a second group used a blank sheet. In the post-test, one group used the behavior checklist; a second group the blank sheet, and a third group was given the new behavior sheet. Descriptive data was presented to compare the observational skills of the teacher candidates. This study found that most pre-service teachers focused on teacher behavior more often than student behavior in the beginning of their program. During the post test, more statements on student behavior were reported. In addition, the use of a checklist during their observations proved to be useful in the enhancement of the student teachers’ ability to observe more effectively as the checklist helped them focus.

Personally, this study did not only indicate the importance of using of systematic approach to teaching how to observe in PE, but also indicated that the use of video taped lessons may be beneficial in pre-service internships. Intern teachers are usually observed by the mentor teachers and at times by the university supervisor. However, as to my knowledge, the teachers rarely have the opportunity to observe themselves. Teaching pre-service teachers about systematic observation skills and using a video to record their lessons may prove to be very beneficial for the student teacher. By using a video recording, the teacher candidates can review their teaching with the mentor teacher, who can not only explain but show the student the observations. In addition, the teacher candidate can be taught how to use an observation sheet just like the time analysis to assess their lessons. With this, the teacher candidates can evaluate their own instructional effectiveness in order to plan future lessons and improve their teaching over time, the main objective of Domain D as illustrated by the Pathwise model. Finally, the videos can be uploaded on to the Internet (Teacher Youtube) and shared with the university supervisors who can review more lessons and receive a broader picture of the teaching abilities of the intern teacher.

I believe that while it is normal for a student teacher to focus on their own teaching in the beginning of their own internship, as implied by the results in this study, observation training can assist the teacher candidate to shift focus from teaching to student learning. In the end, the student teacher can make reflections on how student learning affects their own teaching and how their teaching affects student learning. After all, in order to know if our teaching is effective or not, we must observe whether or not the students are learning. Therefore, systematic observation and the use of video recordings can augment this process for the student teacher. For university supervisors, mentor teachers and intern teachers, I strongly recommend the use of video cameras in observing PE teaching to develop observation skills and consequently enhance the PE teacher training.