Academic Learning Time in Elementary Physical Education Class

Abstract

The purpose of the study was to examine academic learning time and other time-related variables in physical education lessons aimed in the learning of fundamental motor skills. Seventy two first grade students from twelve schools in Thessaloniki and Komotini, Greece participated in the study. Ninety six lessons were videotaped and analyzed by the systematic observation instrument “Academic Learning Time-Physical Education” (ALT-PE, Parker, 1989). The results indicated that a small portion of time was actual academic learning time (9.74% of total lesson’s time), that students did not participate in motor activities up to 77% of
the total lesson’s time and that 35% of the time was dedicated to managerial and organizational procedures. It is concluded that what is required for increasing useful for motor skills’ learning time is better class time organization by establishing routines and rules and appropriate activities selection with a gradual increase in difficulty. By minimizing the waiting period and the time needed for managing the students, teachers can allot more time for students’ participation in learning activities.