THE EFFECTS OF 3 TEACHER SUPERVISION PATTERNS ON STUDENT ON-TASK AND SKILL PERFORMANCE IN SECONDARY PHYSICAL-EDUCATION

This study sought to determine the effects of three teacher supervisio n patterns on student on-task and practice skill behavior. Three exper ienced physical education instructors and 3 off-task junior high schoo l males served as subjects. An alternating treatments design was used to study the on-task behavior, total practice trials and appropriate p ractice trials under three super vision patterns: (a) close with feedb ack, (b) distant with feedback, and (c) distant with no feedback. Unde r the active supervision patterns (with feedback), teachers issued spe cific skill feedback to target students at a minimum of 0.5 per minute . Findings indicated that when the treatments were successfully implem ented, (a) the percentage of on-task behavior was significantly higher during active supervision for two target students and (b) mixed resul ts were produced for total practice trials and appropriate practice tr ials across all three treatments.