Herrmann, Christian and Seiler, Sara and Niederkofler, Benjamin. (2016) "Was ist guter Sportunterricht?" - Dimensionen der Unterrichtsqualität. Sportunterricht, 65 (3). pp. 77-82.
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Official URL: https://edoc.unibas.ch/66595/
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Abstract
Die Qualität von (Sport-)Unterricht besitzt einen bedeutsamen Einfluss auf die Lernleistung der Schüler (Hattie, 2009). In der Unterrichtspraxis etablierten sich zehn Merkmale guten Unterrichts (u.a. Helmke, 2010), welche in der Unterrichtsforschung zu den drei übergeordneten Basisdimensionen von Unterrichtsqualität, (1) Klassenführung, (2) Schülerorientierung und (3) kognitive Aktivierung, verknüpft wurden (Klieme, Schümer & Knoll, 2001). Diese stellen hinreichend unabhängige und sparsame Kernprinzipien der Unterrichtsqualität dar und sind weitestgehend fachübergreifend formuliert. Ziel dieses Beitrags ist es, diese Basisdimensionen für den Sportunterricht zu konkretisieren, indem neben fachübergreifenden Merkmalen auch fachspezifische Ergänzungen diskutiert werden.
The quality of (physical) education significantly influences the student's learning performances (Hattie, 2009). Ten characteristics of good instruction have been established through educational practice (e.g. among others, Helmke, 2010), which are categorized in educational research under three superior fundamental dimensions of instructional quality: 1) classroom management, 2) student orientation and 3) cognitive activation (Klieme, Schümer and Knoll, 2001). These dimensions both represent sufficiently independent and frugal core principles of instructional quality and are formulated for all school subjects. The authors specify these fundamental dimensions for physical education by discussing sport specific supplemental characteristics in addition to the general interdisciplinary ones.
The quality of (physical) education significantly influences the student's learning performances (Hattie, 2009). Ten characteristics of good instruction have been established through educational practice (e.g. among others, Helmke, 2010), which are categorized in educational research under three superior fundamental dimensions of instructional quality: 1) classroom management, 2) student orientation and 3) cognitive activation (Klieme, Schümer and Knoll, 2001). These dimensions both represent sufficiently independent and frugal core principles of instructional quality and are formulated for all school subjects. The authors specify these fundamental dimensions for physical education by discussing sport specific supplemental characteristics in addition to the general interdisciplinary ones.
Faculties and Departments: | 03 Faculty of Medicine > Departement Sport, Bewegung und Gesundheit > Bereich Sportwissenschaft > Sportwissenschaften (Pühse) |
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UniBasel Contributors: | Herrmann, Christian and Niederkofler, Benjamin |
Item Type: | Article |
Article Subtype: | Research Article |
Publisher: | Karl Hofmann |
ISSN: | 0342-2402 |
Note: | Publication type according to Uni Basel Research Database: Journal article |
Related URLs: | |
Last Modified: | 13 Aug 2020 13:01 |
Deposited On: | 13 Aug 2020 13:01 |
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