Mediating Peer Teaching for Learning Games: An Action Research Intervention Across Three Consecutive Sport Education Seasons

Farias, Cláudio; Mesquita, Isabel; Hastie, Peter A.; O’Donovan, Toni M.

doi:10.1080/02701367.2017.1402114

Cited by 25 publications

(25 citation statements)

References 16 publications

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“…At that point in the learning process, although direct instruction and behavioural modelling benefited players' decision-making ('what to do'), this approach did not favour players' skillexecution ('how to do'), nor their ability to autonomously respond to the variability of game circumstances. This is in keeping with the findings by Farias et al (2018), where the teacher-led identification of the teams' game-play problems and proposition of solutions in early stages of games learning led to students' higher engagement in game-play. Despite the 'setback' in terms of students' short-term playing ability, Farias et al (2018) stressed the use of guidance-based strategies was a necessary procedure for shaping effective instructional interactions managed by the student-coaches during the peer-teaching dynamics.…”

Section: Instruction Content Development Cognitive and Situated Desupporting

confidence: 87%

“…Two examples of the generated categories were 'two-goals speeds up transition and game pacing' and 'tactical questioning helps reading/playing the game better'. As proposed by Sparkes and Smith (2014), several procedures were employed to ensure interpretative validity while minimizing the risk of individual research bias: (i) observations from the same events observed using different data sources were triangulated, (ii) the interview transcripts were presented to 'stakeholders' for checking for accuracy of the interpretation of meanings and intentions implicit in their words, and, (iii) the data was collaboratively scrutinised by the first author and his co-authors who acted as 'critical friends' within the interpretational analysis (see Farias et al 2018).…”

Section: Discussionmentioning

confidence: 99%

“…To gain in-depth access to the complexity of the interplays occurring during the teaching and learning of games in PE, the lead investigator of this study assumed the dual role of teacher and researcher (see also Farias et al 2018). In drawing on the work of Rovegno et al (2001) and MacPhail, Kirk, and Griffin (2008), the 'immersion' of the practitioner-researcher in the context under investigation was sustained by on-going collaborative processes and advisory support provided by two other senior researchers who were part of the research team.…”

Section: Designmentioning

confidence: 99%

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Effects of situational constraints on students’ game-play development over three consecutive Sport Education seasons of invasion games

Farias

Harvey

Hastie

et al. 2019

Physical Education and Sport Pedagogy

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Background: Sport Education has a dual interest in promoting active student engagement in games and improvements in their game-play. However, very few studies have concurrently examined how learners' game-play development is influenced by cognitive, social, and situated constraints, especially over consecutive Sport Education seasons. Purpose: The purposes of this study were threefold: (i) to concurrently examine the evolution of students' game-play participation and performance; (ii) to examine the transfer of game-play configurations across three seasons of invasion games; and (iii) to investigate how students' game-play development was influenced by various situational constraints (e.g. nature of instruction, student engagement in instructional processes, and modifications imposed on the game forms). Participants and setting: The participants were 26 seventh-grade students (10 girls and 16 boys, mean age 12.3) from a middle school in northern Portugal. Students participated in three consecutive Sport Education seasons of basketball (19 × 45-minute lessons), handball (12 × 45-minute lessons), and football (16 × 45-minute lessons). Team membership remained the same throughout the three seasons. Two teams of five players (mean age 12.2), who played three-aside games in every initial and final lesson of each season were sampled for game-play tracking across the three seasons. Methods: Digital video records were taken of 53 lessons. Pre-test to posttest quantitative measures were conducted on students' game involvement (sum of total game actions) and performance (decisionmaking, skill-execution, and efficacy). Descriptive narratives of play were created to capture the effects of contextual circumstances on participants' game-play behaviours and the evolution of their prototypical configurations of play. A field diary provided a chronological matrix of the principal instructional strategies and the instructional responsibility taken up by the teacher and students during the seasons. Ongoing student team interviews were conducted to gather learners' perceptions of how situational constraints influenced their game-play development. Findings: The narratives of play showed a noticeable evolution in the quality of players' game-play configurations over time. The progress in ARTICLE HISTORY

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Section: Instruction Content Development Cognitive and Situated Desupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

See 1 more Smart Citation

Effects of situational constraints on students’ game-play development over three consecutive Sport Education seasons of invasion games

Farias

Harvey

Hastie

et al. 2019

Physical Education and Sport Pedagogy

Self Cite

View full text Add to dashboard Cite

show abstract

“…Aspects such as the study of predominant configurations of players' gameplay and similar tactical principles across games within the same category prevented a setback in the complexity of the learning content addressed at the beginning of each season. Players also showed an increasing ability to adapt gameplay to game conditions (13).…”

Section: Introductionmentioning

confidence: 99%

Physical Education Method: Effects on Physical Fitness and Competency of the Students

2019

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Background. Due to the fact that the current methods used in Iran are old-fashioned and their theoretical foundations are based on authority of teachers, there is a necessity to adopt and enjoy new and creative methods which are depended upon peer learning of students who are actively involved in working with each other. These features are the cornerstone of sport education (SE) method whose procedure is to teach students to be self-dependent and participate in all parts of the class unlike traditional methods of sport education. Objectives. The current study aimed at comparing the effects of traditional method (current methods in Iranian schools) with sport education on physical fitness and competency. Methods. The current semi-experimental study focused on the effects of two methods of sport education and traditional method. The statistical population included the junior students of 2nd grade in Sama School in Boroujerd of which two 18-subject groups were selected; the first group was trained based on the sport education method and the 2nd group based on traditional method in volleyball. Each group separately attended sport education and traditional method classes. In the sport education group, the students attended 12 sessions according to the procedure of sport education, formerly introduced by Siedentop; in the traditional method group, the students also attended 12 sessions, based on the running method in volleyball. For the sport education group, before starting the season, the participants were asked to take the physical fitness and competency pre-tests. Likewise, the traditional method group took the same tests before starting the program. Then, the participants in each group were trained in accordance with the structure, procedure, and lesson plan of the running method. After completion of training, the participants were asked to take the posttests of physical fitness and competency. Then, the data from pre-and posttests were gathered and compared using ANCOVA and analyzed with SPSS. Results. Intergroup comparisons showed a significant difference between the two groups in physical fitness (except for jumping index); intragroup comparison also showed a significant difference between pre-and posttest results in each group in terms of competency. Therefore, the sport education had a significant priority to the traditional method. Conclusion. Our results suggest that instead of using common and traditional teaching methods for physical education in schools, colleges and universities, it is better to use modern methods, especially sports education.

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“…In this setting, teachers play a key facilitative role whereby they mediate team selection of appropriate practice tasks and encourage student engagement in debates-of-ideas (Gréhaigne et al, 2010). The ultimate goal is the development of learners' progressive ability to devise appropriate strategies and plans of action to successfully solve their teams' game problems (Farias et al, 2018).…”

Section: Student-centred Approaches To Teaching and Learning Of Sportmentioning

confidence: 99%

Student game-play performance in invasion games following three consecutive hybrid Sport Education seasons

Farias

Mesquita

Hastie

2018

European Physical Education Review

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This study was the first to examine game performance according to the tactical structures of invasion games throughout three consecutive model-based units. Twenty-six seventh grade students participated in three Sport Education seasons (basketball, handball, and football) taught through the tactical framework Invasion Games Competence model. Team membership remained the same throughout the three seasons and pre- and post-test game-play of three-a-side games involving the same opponent teams was assessed. Measures included overall game performance and four tactical structures indices: creating scoring opportunities (CSO); setting up an attack (SUA); prevent CSO; and prevent SUA. A 3 (group) × 2 (time) repeated measures analysis of variance tested differences between sports in the five performance measures. Correlations between the four tactical structures and game performance were tested and a hierarchical multiple regression analysis was used to examine the predictive weight of the four tactical structures indices on game performance. While there were significant improvements in game performance of handball and football, but not in basketball, the breaking down of performance into tactical structures indices showed improvements in all seasons. The correlations increased across time between tactical structures indices and game performance and the predictive model of game performance extended to include the four tactical structures. Performance improvements were associated with contextual features of extended team membership and consequent attunement of game-play interpersonal dynamics, nature of peer-teaching mediation, and game forms design. Future research should examine the effects on game performance development of student augmented participation in problem-solving processes and asymmetric opposition game forms.

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Mediating Peer Teaching for Learning Games: An Action Research Intervention Across Three Consecutive Sport Education Seasons

Abstract: While sport education has the capacity to develop competent players, different levels of teacher guidance and learners' instructional responsibility are necessary when teaching tactics.

Cited by 25 publications

References 16 publications

Effects of situational constraints on students’ game-play development over three consecutive Sport Education seasons of invasion games

Effects of situational constraints on students’ game-play development over three consecutive Sport Education seasons of invasion games

Physical Education Method: Effects on Physical Fitness and Competency of the Students

Student game-play performance in invasion games following three consecutive hybrid Sport Education seasons

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