A Multi-Case Study of Teacher Planning in Physical Education

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Abstract
The purpose of this study was to examine how four physical education teachers planned lessons. The multi-case approach provided a naturalistic, descriptive account of planning at two levels: daily and yearly plans. Two general research questions guided this study: How do the subjects plan for class in terms of time, setting, and so forth? What factors influence their planning patterns? Four teachers were observed over an intensive 2-week period for data collection. Data consisted of observations, interviews, and excerpts from documents and records. The researcher assumed the role of participant-observer and remained in the school for the entire school day during the data collection. The results indicated that the four teachers did not use the classical ends/means model for planning but instead employed informal planning habits that typically focused on daily activities, not coherent efforts to match objectives with content. This pattern does not necessarily produce disorganized classes, however, as the researcher described the teachers as having positive in-class instructional behaviors. It is suggested that the teachers did in fact plan for classes, however briefly or informally.

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