The relationship between the use of indirect and direct nonverbal behavior of college women physical educators in activity classes and theory classes

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ann E. McConnell (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Celeste Ulrich

Abstract: The purpose of this study was to record, via video tape, and categorize the nonverbal teacher behavior of two women physical educators at The University of North Carolina at Greensboro. The study was designed to determine if specific class organization affects the nonverbal patterns of teachers. The nonverbal teaching behavior patterns were analyzed using Love and Roderick's nonverbal category system. Each teacher was observed and her behavior categorized while teaching both a theory class and an activity class for a three-week period. Observation (filming) took place two times per week in each of the four classes involved in the study. Three judges then recorded the nonverbal teacher behaviors from the video taped lessons. The percentages of interjudge agreement were never lower than 85 and varied only from 85 to 91. The correlations of interjudge agreement were .9601 and above. The percentages of intrajudge agreement were never lower than 86. There was greater variability in intrajudge agreement with a range from 86 to 97 per cent.

Additional Information

Language: English
Date: 1971

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