Discrete Thinking Skills in Two Teachers' Physical Education Classes

Integrating thinking skills such as focusing, information gathering, and organization into all subjects is becoming increasingly important in elementary schools. The nonacademic subjects of physical education, art, and music can provide opportunities for teaching thinking skills. In this study, 2 physical education programs (8 classes) were examined for the presence of opportunities to use thinking skills. The programs were taught by 2 expert physical education teachers at different schools using the Logsdon physical eduction curriculum. Data were analyzed using constant comparison. Results indicated that teachers used deductive and inductive strategies associated with teacher- and student-structured experiences to encourage student metacognition. Properties of the data categories represented discrete thinking skills, such as attention focusing, comparing, and analyzing, typically associated with thinking-readiness experiences.