Stu Ryan

Acoustics in physical education settings: the learning roadblock

Background: The audibility of teachers and peers is an essential factor in determining the academic performance of school children. However, acoustic conditions in most classrooms are less than optimal and have been viewed as ‘hostile listening environments’ that undermine the learning of children in school. While research has shown that typical classrooms may be acoustically challenging, the acoustic conditions in physical education settings are without a doubt more challenging than in the typical classroom. To date, researchers in physical education have sparingly focused on the way acoustics affect physical education settings. Aims: The focus of this research effort was to measure noise levels in elementary-, middle- and high-school physical education settings and compare them to the American Speech-Language-Hearing Association (ASHA) guidelines (30 dBA) and American National Standards Institute (ANSI) standards (40 dBA). Documentation of these ambient noise levels may give greater understanding to the effect of background noise on student learning in physical education. Methods: Acoustic environments were measured in indoor and outdoor settings in 12 elementary, 4 middle, and 6 high schools in northwest Florida. Nine outdoor, seven gymnasium, and six covered area settings were evaluated. Ambient noise levels were recorded for each unoccupied physical education setting. A sound decibel digital meter which met American National Standard Specification for Sound Level Meters set on the ‘A’-weighted scale and on slow response was used to record the noise levels for each setting. Two-tailed t-tests were used for comparison of the overall mean noise levels in outdoor, gymnasium, and covered physical education settings to the standards established by ANSI and ASHA. Results: The findings showed that all of the settings were significantly (p < .05) higher than the established standards and only 1 of the 22 physical education settings studied had background noise levels at or below 40 dBA. These results also indicate that the physical education settings investigated exhibit ambient noise levels at 10–15 dB higher than recommended levels. Conclusions: In light of the acoustics standards and prior research, these results are discouraging if not alarming. These results also suggest that the background noise in physical education settings is likely detrimental to student learning. These findings indicate an immediate need for administrators to support future research and determine the most appropriate, cost-effective procedures to reduce noise in existing physical education settings. Strategies for reducing high noise levels in physical education settings include sound amplification devices, acoustical modifications, and future construction strategies.

Using Digital Cameras to Assess Motor Learning

One major part of education reform in many states is the integration of new assessment techniques and technology into the classroom. While both areas are essential, many physical education teachers struggle with them due to time and financial limitations. For example, some physical education programs use videotape feedback to help students better comprehend and assess their motorskill performances (e.g., see Jambor & Weekes, 1995).While videotape has many benefits, it can be burdensome for both teachers and students (Bergen, 2000). Setting up tripods, finding someone to operate the camera, and rolling out a television to watch the footage can take up a lot of time, assuming that you even have all of the equipment. An alternative to videotaping is still-photography. Photographs have been used in numerous settings to help enhance motor-skill acquisition. Many golf, tennis, and snowskiing journals and physical education books rely heavily on photography, taking for granted that the information it relays will be invaluable to readers (Singer, 1980); after all, some evidence has indicated that visual feedback is the most critical to motor learning (Adams, 1977; Rickli & Smith, 1980; Siltanen-Hansen, 1997). Recent technological advances have produced cheap, lightweight, easy-to-use digital cameras that can download still images to your computer. Many schools have invested in one or more such cameras and have

Seven Ways to Improve Sound in Physical Education Settings

StrategieS 27 Speaking and listening are primary modes of communication, and the most common goals of the educational process are to share experiences, exchange ideas, and transmit knowledge. Physical education teachers are constantly searching for strategies that will enrich the educational process. However, the essential process of speaking and listening is often overlooked (Ryan, 2009a). When not appropriately addressed, the inaudibility of teachers and peers can negatively affect listening, language, and literacy skills (Flexer, 2004). Teaching settings can be “hostile listening environments” that undermine the learning of children in school (Massie, Theodoros, McPherson, & Smaldino, 2004). While research has shown that typical classrooms may be acoustically challenging (Berg, Blair, & Benson, 1996), the acoustic conditions in physical education settings are undoubtedly more challenging than in the typical classroom (Ryan & Mendel, 2010). This article will explore many of the problems associated with teaching in poor acoustic settings and will suggest methods for improving sound in physical education. Research has shown that young children spend a considerable amount of time engaged in the listening process. In fact, they spend around 75% of the school day engaged in listening activities (Dahlquist, 1998). With so much of a student’s day spent in listening activities, an important consideration of the school environment should be the acoustic characteristic in physical education settings. In gymnasiums, outside teaching Seven Ways to Improve Sound in Physical Education Settings

Strategies for More Effective Demonstrations

This article presents a few examples of effective demonstration strategies that will help physical education teachers convey important skill information to their students.

Signal-to-Noise Ratio in Physical Education Settings

It is generally known that in educational settings, excessive noise masks what the teacher is saying; thus, and for maximum learning to occur, the teacher’s voice must be highly intelligible to all children (Crandell, Smaldino, & Flexer, 1995). The difference between what the teacher is saying (signal) and the classroom noise level is commonly called the signal-to-noise ratio (SNR). SNR is a simple, useful comparison for estimating how understandable speech is in a room. The audibility of teachers and peers is critical in determining school children’s academic performance (Flexer, Millin, & Brown, 1990). However, acoustic conditions in most classrooms are less than optimal and have been viewed as “hostile listening environments” that challenge children’s learning (Massie, Theodoros, McPherson, & Smaldino, 2004, p. 47). Research has shown that young children spend a substantial amount of time engaged in the listening process. In fact, they spend between 45% and 60% of their school day in listening activities (Butler, 1975), therefore, a good listening environment in schools is important to cognitive, social, speech, and language development (Leung & McPherson, 2006). While research has shown that typical classrooms may be acoustically challenging (Crandell, 1993), understanding speech in physical education settings is without a doubt more challenging than in the typical classroom (Ryan & Mendel, 2010). The SNR is measured in decibels and can be calculated by subtracting the background noise level from the intensity level of the speaker’s voice (Finitzo-Hieber, 1988). The larger the SNR, the greater the speech intelligibility. If the SNR is negative (i.e., the background noise is louder than the teacher’s voice), it will be difficult to understand the teacher. Background noise is another essential factor that influences the quality of a gymnasium’s acoustics and is defined as any sound unrelated to the speech of the talker (Boothroyd, 2005). Elevated levels of background noise may have a negative effect on the students, including reduced speech understanding, listener distraction, and fatigue, while the speakers may also experience fatigue and even vocal abuse (Boothroyd, 2005). In their study, Ryan and Mendel (2010) compared noise levels in elementary, middle, and high school physical education settings to the American Speech-Language-Hearing Association (ASHA) guidelines and the American National Standards Institute (ANSI) standards for acoustics in educational settings. Only 1 of the 22 physical education settings exhibited noise levels within the recommended levels established by ASHA and ANSI. Several studies were conducted to document the harmful effects of excessive classroom noise (Crandell & Smaldino, 2000; Johnson, 2000; Smaldino & Flexer, 1991). As a result, ASHA published “Position Statement and Guidelines for Acoustics in Educational Settings” in 1995 that called for an SNR level in classrooms of +15 dB. The ANSI reaffirmed this specification (ANSI, 2002). Despite a preponderance of classroom acoustical research, physical education settings have received little attention. Research has shown that inadequate noise levels exist in physical education settings (Ryan & Mendel, 2010), but no research has involved the teacher’s role or the interaction of the room’s acoustics and the speaker’s signal (SNR). Thus, the purpose of this study was to inSignal-to-Noise Ratio in Physical Education Settings

Effective Classroom Management in Physical Education: Strategies for Beginning Teachers

Classroom management is often a big concern for beginning teachers. Beginning teachers often worry about how they will uphold the same level of classroom management as veteran teachers. Because of this, classroom management strategies for beginning teachers can be useful to get a program started and lead to more productive and successful learning experiences for students. In this article, classroom management strategies for beginning teachers will be discussed, including equipment protocols, classroom procedures, routines and how to deal with inappropriate behaviors.

Task Progression Strategies

Teachers are often challenged with trying to determine the most effective way of developing task progression. Following developmentally appropriate steps that will lead to effective skill development can facilitate student learning. Using the acronym NEMWPT - which stands for No equipment, Equipment, Movement, Wall work, Partners, and Teams - may aid the teacher in following appropriate progressions. This article explains how these key wordscan help teachers develop appropriate task progressions to ensure student success.

Non-Traditional Muscular Strength and Endurance Activities for Elementary and Middle School Children

Over the past decade many muscular strength and endurance routines have been introduced to children and adults toward improving overall health and fitness. When performed correctly, there are countless benefits to performing weight bearing resistance-type exercises to develop the upper, lower, and core areas of the body. The National Association for Sport and Physical Education (NASPE, 2004) has indicated that quality physical education programs must address and require students to participate in muscular strength and endurance activities on a regular basis. In a time when many schools are currently experiencing significant budgetary cuts and/or restrictions, physical educators have come upon a challenging era to provide or replace various types of exercise equipment targeting muscular strength and endurance. The purpose of this article is to provide low-cost or no-cost exercises using milk jugs, surgical tubing, and playground apparatus that will improve muscular strength and endurance for elementary-age and middle school-age children. Specifically, 20 examples of muscular strength and endurance exercises are provided, targeting improved personal health. All activities within the article align with Standards 3 and 4 of a quality physical education program, as indicated by the National Association for Sport and Physical Education (NASPE, 2004).