Effects of Intervention on Differential Treatment of Boys and Girls in Elementary Physical Education Lessons

This study examined the effects of verbal and graphic feedback on the distribution of teacher verbal behaviors (positive and corrective feedback, praise, desist, and questioning) and the teacher’s use of student demonstrators during elementary coeducation physical education lessons. Data were collected over a 3-month period on two female nonphysical education specialist elementary teachers. A multiple baseline design was used to show the efficacy of the treatment. The results indicated that in baseline both teachers interacted with boys and girls inequitably on all variables. The intervention package and daily follow-up were influential in establishing more equitable teacher interaction patterns with boys and girls. The teachers’ use of demonstrators was also distributed more equitably between boys and girls following the intervention.