A tactical-game approach and enhancement of metacognitive behaviour in elementary school students

Abstract

Background: 'Teaching games for understanding' (TGfU) is a tactical-game approach to teaching, in which participants are learning via the processes intrinsic to the games themselves. Purpose: The aim of the study was to examine the effectiveness of a tactical-game model in promoting metacognitive behaviour in elementary-school students. Participants and settings: Seventy-one students aged 11 -12 years were randomly assigned to an experimental group (13 boys and 16 girls) and a control group (19 boys and 23 girls). Research design: Teachers in the intervention classes applied the tactical-game approach (TGfU) in teaching volleyball. Within the control group, the technique-focus approach was applied. Data collection: Metacognitive behaviour was assessed pre and post-intervention via think-aloud protocols. Descriptive statistics showed that students from the experimental group made appreciable gains in metacognitive behaviour. Previous to the intervention programme 5.63% of students were categorized as high level in terms of metacognitive behaviour. After the intervention programme 22.53% were categorized at high level. Conclusions:The results imply that the tactical-game approach could improve metacognitive behaviour in physical education classes in elementary school.

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“…competence (Arziutov, Iermakov, Bartik, Nosko, & Cynarski, 2016;Kriventsova, Iermakov, Bartik, Nosko, & Cynarski, 2017), formation of metacognitive behavior (Chatzipanteli, Digelidis, Karatzoglidis, & Dean, 2016), verbal perception, in the course of sports motors' mastering (Darnis & Lafont, 2015), optimization of the modes of repetition of exercises and intervals of rest, in the course of motor skills' formation of children and teenagers Kapkan, 2015;Khudolii et al, 2015).…”

Level of physical exercises’ mastering in structure of 11-13 yrs age boys’ motor fitness

“…Dependence of training of power loads' effects on regime of exercises' fulfillment and relaxation has been determined [18,23]. The process of motor actions' training was studied from position of interdisciplinary connections [12,13]; formation of motor competence [14,15]; formation of meta-cognitive behavior [16]; verbal perception in mastering of sport movements [19]; optimization of regimes of exercises' repetitions and rest intervals [20,26,28]. However, in available scientific literature there is a little data about wholeness of motor abilities' development and children's and adolescents' training [27,29].…”

Special aspects of motor abilities development in 6-10 years’ age girls

“…The training process is regarded from the following positions: organization [7,23,30], motivation for motor functioning [10,35], connection of training efficiency with motor functioning [1,2], cognitive and motor training [3,6], influence of motor fitness on training effectiveness [20,22,27], influence of physical loads on training effectiveness [16,24].…”