Abstract des Autors

Physical educators see physical education as a time for purposeful instruction in motor skills and fitness-related health concepts, but children perceive physical education as a time to play and have fun. This lack of shared meaning between teacher and students for the purposes of physical education has the potential to negatively influence instruction, participation, and learning. Teachers often assume that differing responses to instruction reflect off-task behavior, but the benefit of the doubt should be given to students until the teacher can accurately determine students motivations and understanding leading to particular task responses. Rather than perceiving children's incorrect responses to instruction as misbehavior, it may be much more helpful for teachers to investigate other reasons underlying such responses. Verf.-Referat