The conducted research was focused on the communication aspect of the implementation of Physical Education (PE) with the main goal of determining the influence of different communication dimensions on the implementation quality of individual parts of the lesson. The sample of respondents consisted of 120 student teachers of kinesiology, who taught classes with upper primary school students. Data on teaching quality and communication modality were collected using the direct observation method with the application of the Questionnaire for the assessment of the teaching process quality (QT) and Questionnaire for the evaluation of interpersonal communication modality (QC). The influence of communication dimensions on the quality of individual parts of the PE lesson was determined by applying a series of regression analyses. The obtained findings confirmed the significant relations between the communication dimensions and the implementation quality of all lesson parts. The size of the relations grew with the increase in the duration and complexity of the individual lesson part, where the main parts of the lesson, in which the learning and teaching of more complex kinesiology content and the application of different methods and methodical organizational forms of work come to the fore, required more pronounced communication skills. The research confirmed the importance of quality communication in teaching with special emphasis on the need to develop these skills in future teachers, as a prerequisite for quality work in all aspects of the educational process.
Bavčević et al. (Wed,) studied this question.