| The purpose of this study was to describe the strategies used by expert teachers to instruct low motor skill students in physical education classes and to compare these strategies to each other. The method was extensively pilot tested. Eleven physical education teachers took part in the study. Data were collected using observations, field notes, interviews, and non-structured informal interviews. Data were transcribed and then analyzed and triangulated for the emergence of patterns or themes. To ensure trustworthiness and credibility of the results, data were member checked, peer reviewed, and checked for negative cases. Findings suggest that the teachers took time to specifically work with the low skilled students to help them develop motor skills by paying attention to their motor skill deficiencies and creating an accepting learning environment. Data further revealed that the teachers designed authentic performances and modified game play and made decisions about equipment selection and usage.;Finally it was revealed that calling the low skilled students by name, recommending solutions for their motor skill difficulties, not allowing teasing to games, having them experience success, making equipment exchange important, and involving them in the equipment exchange incorporated them into a cohesive class along with the high skilled students and enabled them to focus on their individual student needs. The results of this study add to our knowledge of how teachers create supportive climates where students cooperate, communicate, share, and respect each other. With this information teachers can develop lessons and focus on instruction to low skilled students so that all students learn in physical education. |
