Literaturnachweis - Detailanzeige
| Autor/inn/en | Dervent, Fatih; Xie, Xiuye; Devrilmez, Erhan; Nayir, Nazim; Li, Weidong |
|---|---|
| Titel | Effects of Situated Game Teaching through Set Plays on Soccer Tactical Knowledge among Turkish Secondary School Students |
| Quelle | In: Journal of Teaching in Physical Education, 41 (2022) 3, S.382-390 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0273-5024 |
| Schlagwörter | Physical Education; Secondary School Students; Grade 6; Knowledge Level; Team Sports; Models; Program Effectiveness; Teaching Methods; Foreign Countries; Turkey |
| Abstract | Purpose: This study was to examine the effects of a curricular model named Situated Game Teaching through Set Plays (SGTSP) on secondary students' tactical knowledge in a 10-lesson soccer unit. Methods: A quasi-experimental design with a repeated measure was used to examine the effectiveness of the SGTSP model in comparison with a technique-focused approach. Participants' perceptions of SGTSP were collected through reflection journals throughout the unit. A convenient sample of 27 sixth graders from two classes participated in this study. Data were collected from a tactical knowledge test and reflection journals. A 3 × 2 × 2 factorial analysis of variance with a repeated measure was conducted to analyze the data. Responses to reflection journals were analyzed by deductive analysis and constant comparison. Results: Participants' tactical knowledge in the SGTSP condition improved significantly more than those in the comparison condition over time. Conclusions: The findings provided evidence supporting the effectiveness of the SGTSP model on developing students' tactical knowledge as compared to a technique-focused approach. (As Provided). |
| Anmerkungen | Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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