An Examination Of The Effect(s) Of Specified Teacher Behaviors On Student Alt-Pe (Operationalized, Research, Evaluation).

The purpose of this study was to examine the effects of the manipulation of the rates of specified teacher behaviors (specific observation followed by reinforcement) on the percentage of ALT-PE of students participating in public school physical education classes. A multi-element research design was employed to observe two classes of fifth grade students during a fifteen day treatment period. There were three levels of the independent variable: high (5.0 sequences of specific observation followed by reinforcement); low (1.0 episode or less of either specific observation or reinforcement); and mixed (5.0 occurrences of specific observation but 1.0 or less of reinforcement). Six students (3 males/3 females) were systematically observed as they participated in individualized volleyball skills at five stations. Teacher and student behavior were recorded via a split-screen JVC videocassette recording system. Data was recorded by a trained doctoral student employing the behavior observation code devised by Hawkins, Wiegand and Bahneman (1982). Data was recorded on an electronic microprocessor by the observer and extracted by the investigator. An analysis of the percentages of ALT-PE observed indicated that significant differences existed between the high and low treatment data but not between the high and mixed or mixed and low data. High rates of sequenced teacher behavior were accompanied by higher percentages of ALT-PE. Low rates of sequenced teacher behavior were accompanied by higher percentages of on-task, off-task, interim and waiting behavior which, collectively, may comprise a task avoidance response class. The failure of the mixed condition to produce clear results may be an indication that the discriminating stimulus of the mixed condition was not sufficiently different from the high or low to produce substantially different results. The results of the study indicate that a functional relationship exists between teacher and student behavior. Further, that in order to produce specific behavior among students, such behavior must be systematically observed and contingently reinforced