Effects of Situated Game Teaching through Set Plays on Secondary Students' Tactical Knowledge and Situational Interest in Physical Education

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Autor/in	Xie, Xiuye
Titel	Effects of Situated Game Teaching through Set Plays on Secondary Students' Tactical Knowledge and Situational Interest in Physical Education
Quelle	(2018), (379 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Ohio State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-9013-3
Schlagwörter	Hochschulschrift; Dissertation; Physical Education; Team Sports; Grade 6; Knowledge Level; Student Interests; Novelty (Stimulus Dimension); Skills; Teaching Methods; Curriculum; Models; Secondary School Students; Conventional Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Körpererziehung; Sportunterricht; Mannschaftssport; School year 06; 6. Schuljahr; Schuljahr 06; Wissensbasis; Studieninteresse; Skill; Fertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Analogiemodell; Sekundarschüler
Abstract	Learning is legitimate peripheral participation in the community of practice (Lave & Wenger, 1991). Based on Situted Learning Theory (Lave & Wenger, 1991) and the initial work by Kirk, Rovegno and their colleagues, Situated Game Teaching through Set Plays (SGTSP) curricular model was initially conceptualized by Weidong Li at The Ohio State University in 2015, as an extension to the existing game-based or 'tactical' curricular models to teaching sports and games (Li, 2015). The author of this study continued the work on the conceptualization and implemented the SGTSP curricular model in teaching physical education. The purposes of this study were to propose the SGTSP curricular model and examine its effect on secondary students' tactical knowledge and situational interest in comparison to the traditional approach in a 5-day soccer unit. The goal of the SGTSP curricular model is to develop learners' game competence through situated, relational set plays to enjoy a lifetime of healthful physical activity. A quasi-experimental design with/without a repeated measure was utilized. A total number of 21 6th graders from two intact classes voluntarily participated in this study (n=12 for SGTSP group; n=9 for comparison group). Students' tactical knowledge was assessed prior to and after intervention. A modified questionnaire of Situational Interest Scale (Chen et al., 2001) was used to examine students' perceived interest toward the soccer unit from five dimensions and Total Interest. A series of ANCOVAs with/without a repeated measure was used to analyze the data. The results showed there was no statistical difference in students' tactical knowledge between SGTSP and traditional group. However, an inspection of the means showed that participants' tactical knowledge in the SGTSP group achieved more as compared to those in the traditional group ("Meangain"(Intervention)=2.00, "Meangain"(Comparison)=0.67). The results found statistically significant differences in the dimension of Novelty toward the soccer unit between two groups (F[subscript group] (1,11) = 4.87, p<0.05, n[superscript 2]=0.31). Participants in the SGTSP group reported a higher level of Novelty toward the soccer unit than those in the comparison group (SGTSP group: "Mean"=11.49, SD=0.77; comparison: "Mean"=9.88, SD=1.42). Significant interaction effects between group and skill levels were found in students' Total Interest, Exploration Interest, and Attention Demand toward the soccer unit after controlling for students' previous playing experience in soccer. Low skilled students in the SGTSP group exhibited higher levels in their Total Interest, Exploration Interest, and Attention Demand than those in the comparison group. Intermediate and high skilled students, however, exhibited lower levels in these three dimensions than those in the comparison group. No statistically significant difference was found among other dimensions and Total Interest. It is suggested that SGTSP might be effective to increase students' situational interest and tactical knowledge in sports and games through innovative learning tasks. Especially, the SGTSP curricular model may be more effective in increasing low-skilled students' situational interest in participating in soccer. The limitations of this study, potential barriers of implementing SGTSP in physical education, and future research directions are discussed in the end. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01