Pygmalion in the Gym: A Model for the Communication of Teacher Expectations in Physical Education

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Abstract
Much research on teacher expectations has focused on ways in which teacher perceptions of student ability can ultimately affect student performance. The majority of this research has indicated that teacher expectations not only determine certain types of student performance, but also serve to sustain low and high levels of performance. Observational research has also demonstrated that differential teacher-student interactions are related to certain levels of teacher expectations. For example, it has been shown that high expectancy students receive more praise, acceptance of ideas, contact and wait time, and more response opportunities than low expectancy students. Much of this research has been generated from studies related to classroom instruction. Very little of this research, however, has been operational in the physical education setting. One reason for this is the absence of a model in physical education through which this type of research can be generated. This article presents such a model showing how expectations are formed, how they are communicated, and how they sustain low and high levels of student growth and performance. The model further illustrates the causal relationship among teacher expectations, dyadic interactions and student growth and performance. Suggestions for future research techniques to determine causal flow among variables are also presented.