Fink, J., & Siedentop, D. (1989). The development of routines, rules, and

expectations at the start of the school year. Journal of Teaching in

Physical Education, 8, 198-212.

Annie Machamer

Type – Purpose – Theory• Type: Quantitative Analysis

• Purpose: To investigate how the seven elementary physical education specialist developed rules, managerial routines, and performance expectations at the start of the school year.

• Theory: Establishing rules, routines, and expectations early on leads to higher levels of achievement in students and a more effective classroom.

Background/Significance• This study’s significance is that it will examine the following questions in

order to form a conclusion that the teachers observed are as successful as effective classroom teachers in implementing rules, routines, and expectations at the start-of-the-year.

• Questions: 1. What routines do elementary physical education specialist teaches at the start of the school year? 2. How are routines taught (for example, at what level of specificity, how many opportunities to practice, and how are compliance and noncompliance treated)? 3. What rules are established and how are they established? 4. What expectations do physical education specialists communicate to their students?

• Teacher Considerations: Do teachers differ on the bias of level of experience? Do teachers differ on the basis of student grade level (first and fifth)?

Video Example

• https://www.youtube.com/watch?v=ZowKEQfhiXI

Methods/Analysis• Setting: Elementary school setting in suburban areas were all teachers had

access to gymnasiums, outdoor spaces, and equipment. 1987-88 school year.

• Participants: (1) Bobbie, Chris, Gary were all veteran teachers with 12 or more years of experience. (2) Kathy and Missy were at the intermediate level with 3-5 years of experience. (3) Kelley and Mike are beginner teachers in their first year.

• Class Times: (1) Chris and Kelley met every fourth day for 50 min. (2) Bobbie and Missy met two times a week for 30 min. (3) Kathy and Gary met first grade twice a week for 30 min, and fifth grade once a week for 45 min. (4) Mike met twice a week for 40 min.

Analysis MethodsTHREE STAGES OF CODING:

•1) Observer must distinguish if event was related to a rule/routine or expectation.

•2) 11 teacher behavior codes: providing an opportunity for a routine (X), describing (D), or describing while students were active (DA), prompting (P), questioning (Q), specific verbal praise (+S), general praise (+G), reward/consequences (+C), specific verbal reprimand (OS), general reprimand (OG), and punishment/consequences (OC).

•3) Observer must identify specific focus of rule, routine, or expectation: for example enter, attention, gathering, dispersing, quieting, trying, personal space, cooperation, etc.

Findings/Main arguments• Question answers: 1. Attention/quiet routine, transitional management

rules/routines, housekeeping routines, and finish routines. 2. Students are presented rules/routines, given an opportunity to practice, then are asked to perform in each class. 3. General participation, dress code, behavior, etc. are established by being posted visually in the gym area. 4. Expectations of meeting the class rules were stressed at the start-of-the-school year, but after that were not mentioned much.

• Teacher level: No major differences found between experience level or the grade being taught

• One teacher differed in some areas, possibly because of her differing education relating to her different university ties.

Conclusions/implications for practice and/or future research

• There were strong similarities between the elementary physical education specialist in this study and practices of effective classroom teachers at the start-of-the-school-year.

• The major focus found was on managerial and instructional routines within the first classes.

• The strategies used in this study were effective and were observable. These strategies could be implemented into any physical education setting and most likely be just as successful

What does this paper mean to me?

• Rules, routines and expectations are important to implement at the start of the school year in order to maintain a successful and effective classroom throughout the year.

• By developing these rules, routines, and expectations early on, students are able to develop more in learning because we as teachers are not focused on managing the classroom, but providing meaningful content.

• This research and findings support my teaching style in that I practice implementing and maintaining rules, routines, and expectations for my students.

Questions?• It was not specifically stated in the article, but it seemed as if

6 out of 7 of the teachers observed came from the same undergraduate training background. If this were true, how might this effect the study? How could the study change with teachers of different training being observed?

• How can we ensure that physical educators who have not received the proper training, are exposed to the newer methods? How might this help physical education? Give an Example.

• If you were going to replicate the study, what would you change?