Background: Interdisciplinary teaching through physical education has been discussed in the physical education literature over the past two decades. However, there is no qualitative study of what interdisciplinary teaching in physical education means to students. Purpose: The purpose of this study was to describe students' views of and educational…

Described the characteristics of expert and novice teachers' constructivist-oriented teaching practices while using a movement approach to teaching elementary physical education. Data from interviews, videotaped lessons, and the Educational Games Observation Rubric indicated that there were significant differences between the two groups, though…

Examined how elementary students' use of critical thinking in their movement actions was inspired by an "expert" teacher's task design, task presentation, and instructional strategies during creative dance lessons. Data from videotaped lessons and written anecdotes indicated that by presenting sequential, open- ended tasks and learning…

Determined expert and student physical education teachers' constructivist views of pedagogical content knowledge and their practices while teaching educational games based on the movement approach. Found that both groups of teachers demonstrated an adequate constructivist view of pedagogical content knowledge and that student teachers did not use…