PHYSICAL EDUCATION FROM AN ECOLOGICAL PERSPECTIVE

Abstract

The use of the classroom ecology paradigm in physical education teaching research is reviewed in this article. In order to respond to the central question: "Why do some physical education classes seem so remarkably alive with learning potential and other classes seem so devoid of that very characteristic?" the review traces the development of a research program from its beginnings in the United States at the Ohio State University through the development of more advanced techniques. The managerial, instructional, and student social systems are three interrelated systems that interact to form the classroom ecology paradigm, which looks at how changes in one system affect how the other systems evolve.