Revisiting the Tactical-Decision Learning Model

Autor/inn/en	Godbout, Paul; Gréhaigne, Jean-Françis
Titel	Revisiting the Tactical-Decision Learning Model
Quelle	In: Quest, 72 (2020) 4, S.430-447 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Godbout, Paul) ORCID (Gréhaigne, Jean-Françis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2020.1792953
Schlagwörter	Student Centered Learning; Constructivism (Learning); Metacognition; Learning Strategies; Team Sports; Physical Education; Teaching Models; Foreign Countries; France + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mannschaftssport; Körpererziehung; Sportunterricht; Lehrmodell; Ausland; Frankreich
Abstract	The purpose of this article was to examine the potential contribution of a particular student-oriented and socio-constructivist teaching model, T-DLM, with respect to: (1) constructivism and nonlinear pedagogy; and (2) the development of metacognitive awareness and self-regulation of learning in students engaged in a team-sport teaching/learning process. In the first section, we describe the main features of nonlinear pedagogy and of constructivism and socio-constructivism in view of relating them to T-DLM. Then, after a description of the context in which T-DLM was developed, the components of the model are discussed in relation to constructivism and nonlinear pedagogy. Several features of the model, such as observing, experiencing tactical problems while engaged in adapted sport activities, debating, and reflecting on prior game play, provide opportunities for the development of students' metacognitive awareness and self-regulation of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01