A description and analysis of the behavior of two experienced teachers initiating the movement education approach to teaching beginning basketball to college women

The purpose of this study was to describe and analyze the behavior of two experienced teachers initiating for the first time in their experience, the implementation of the movement education approach to physical education, teaching beginning basketball to college women. The sub-purpose of this study was to revise Barrett's category system for systematic observation of teaching behavior in the implementation of the movement education approach at the primary level, to make it consistent with the purpose of this study. The revised category system was composed of three dimensions of teacher verbal behavior. These were called Movement Task, Content, and Guidance. The Movement Task and Guidance dimensions were composed of categories which defined the degrees of freedom for decision-making given the learner by the teacher's statement of the initial task and the subsequent development of it. The Content dimension was composed of the substantive aspects of the movement education approach, as defined by interpretations of Laban's analysis of the components of human movement