Throwing and Catching as Relational Skills in Game Play: Situated Learning in a Modified Game Unit

Abstract

In this article, we were interested in how young people learn to play games within a tactical games model (TGM) approach (Griffin, Oslin, & Mitchell, 1997) in terms of the physical-perceptual and social-interactive dimensions of situativity. Kirk and MacPhail's (2002) development of the Bunker-Thorpe TGfU model was used to conceptualize the nature of situated learning in the context of learning to play an invasion game as part of a school physical education program. An entire class of 29 Year-5 students (ages 9-10 years) participated in a 12-lesson unit on an invasion game, involving two 40-min lessons per week for 6 weeks. Written narrative descriptions of videotaped game play formed the primary data source for the principal analysis of learning progression. We examined the physical-perceptual and social-interactive dimensions of situated learning to explore the complex ways that students learn skills. Findings demonstrate that for players who are in the early stages of learning a ball game, two elementary, or fundamental, skills of invasion game play-throwing and catching a ball-are complex, relational, and interdependent.

What did they learn in school today? A method for exploring aspects of learning in physical education

“…In our studies, this allows us to explore different aspects of the learning processes that take place in the gym or outdoors (see MacPhail et al, 2008;Rogoff, 1995). We also concur with MacPhail et al (2008) that these aspects of 'situativity may be constructs that are robust enough to warrant further testing and refinement in physical education and youth sport' (113).…”

“…One camera was placed on a tripod in a corner of the gym in order to capture the collective actions of the students, the environment and the artefacts used. The other camera was held by one of the researchers who moved around in order to capture important instructions, relations, communications and close-up movements (see MacPhail et al, 2008;Ö hman and Quennerstedt, 2012;Rønholt, 2002). With this camera it was also easier to record the students' voices and discussions in the noisy environment of the gym.…”

“…This research examines the relation between the three dimensions and mainly focuses on pedagogical models like TGfU or sport education using video-recorded lessons, diaries and interviews with teachers and students (see e.g. Kirk and MacPhail, 2002;MacPhail et al, 2008;Rovegno et al, 2001).…”

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

“…Situated learning, with its focus on the 'various physical, social, and cultural dimensions of the context for learning' (Kirk and MacPhail 2002, 183 -see also Kirk and Macdonald 1998;Light 2006Light , 2011MacPhail, Kirk, and Griffin 2008) has been used regularly in PE research and appears to be a useful way of making sense of the situation. From a situated learning perspective, we might claim that Zara's participation in the golf unit has not resulted in the mastery of 'goods' (knowledge, skills and dispositions -see Kirk and Kinchin 2003) that are internal to the practice of golfing.…”

Free-throw accuracy and success as a function of ball weight in 9- to 11-year-old male players

“…The second principle is Modification-Exaggeration and it implies that diverse aspects of the game are simplified to facilitate children's participation. Both strategies contribute to children's frequent success, but without the practice thereby ceasing to be a challenge (HOLT et al, 2002;MACPHAIL et al, 2008).…”