Unpacking Games Teaching: What Do Teachers Need to Know?

Ward, Phillip; Piltz, Wendy; Lehwald, Harry

doi:10.1080/07303084.2018.1430626

Cited by 13 publications

(5 citation statements)

References 5 publications

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“…Second, this study contributes to the use of small-sided games in a basketball season. Ward et al [43] recommended the implementation of 3v3 for basketball because it is a good size for improving game play. Results from this study provide support for this recommendation.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Physical Activity and Game Play Ability in a High School Sport Education Basketball Season

Iserbyt¹,

Dehandschutter²,

Leysen³

et al. 2022

saj

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To date, there is limited research investigating physical activity levels during a sport education season in high school physical education settings and how these are affected by ability levels. The aim of this study was to investigate (1) how students' game play in basketball would improve during a sport education season as a function of ability level, and (2) how students' MVPA levels differ as a function of game play ability. One class with 21 high school students (aged 16-18) participated in a 14-day sport education basketball season. Prior to and upon completion of the season, students' 3v3 basketball game play performance was assessed. Three mixed ability teams were composed with an equal gender distribution. The System of Observing Fitness Instruction Time (SOFIT) was used to collect students' MVPA during the season. Repeated measures ANOVA detected a significant improvement in game play ability from 52% (range: 28%-68%) to 84% (range: 60%-100%) for high-as well as low-ability students, p < .001. High-ability students engaged in MVPA for 65% during team practice and 49% during game play. Low-ability students had consistently lower MVPA values than high-ability students (41% vs 55%), p <.01, with 56% of MVPA during team practice and 34% during game play. All students spent more than 40% of team practice and game play in vigorous physical activity. We concluded that both high-and low-ability high school students improved their game play and their ability level affected MVPA levels during the sport education basketball season. High-ability students met the 50% MVPA benchmark during team practice and game play, whereas low-ability students only met this guideline during team practice.

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Section: Discussionmentioning

confidence: 99%

“…Students with a game play ability score below the median of the class were labeled as low ability students, students above the median score were labeled as high ability students. The 3v3 small-sided version of basketball was chosen based on previous literature indicating 3v3 a good size to improve game play in this content domain [43].…”

Section: Target Behaviormentioning

confidence: 99%

Physical Activity and Game Play Ability in a High School Sport Education Basketball Season

Iserbyt¹,

Dehandschutter²,

Leysen³

et al. 2022

saj

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“…Beden eğitimi öğretmenlerinin birçoğu öğrettikleri farklı oyunlar ve sporlara özgü kurallar ve teknikleri bilir. Ancak becerikli oyun performansı için gerekli taktik ve stratejileri ne kadar iyi öğretebilecekleri net değildir (Ward & Ayvazo, 2016;Ward, Piltz & Lehwald, 2018). ÖAB ise teknik ve taktiklerin küçük adımlardan oluşan öğretim tasarımlarını ve bunların öğrencilere sunumunu içerir.…”

Section: Tartışma Ve Sonuçunclassified

“…Oysa ki çağdaş öğretim uygulamaları oyunları kendi bağlamında öğretmenin önemine vurgu yapar (Harvey & van der Mars, 2010). Beden eğitimi öğretmenleri, öğretim sürecini gerçek koşullara uyumlu hale getirmek için öğrettikleri spora ait alan bilgisine sahip olmalarının yanında pedagojik modelleri bilmeleri ve uygulamaları beklenmektedir (Ward, Piltz & Lehwald, 2018). Öğretimi gerçek koşullara yakınlaştırmak ile kastedilen öğretim tasarımlarını öğretilen sporun doğasına mümkün olduğunca benzer hale getirmektir.…”

Section: Introductionunclassified

Situated Game Teaching Through Setplays: An Innovative Model to Teach Sports in Physical Education

Dervent

Devrilmez²,

Xie³

et al. 2019

besad

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Physical education teachers are expected to have sport specific content knowledge and know pedagogical models in order to teach sports and games in physical education lessons in authentic settings. Even though sports in physical education lessons are taught sufficiently, teaching sport specific skills mostly depends on traditional or techniques-focused teaching methods. The purpose of this study was to explain components, qualities and pedagogical steps of an innovative pedagogical model, Situated Game Teaching through Set Plays, which uses situated game scenarios reflecting real match situations, and discussing its appropriateness for physical education and sport curriculum in Turkey. The aim of this model is to improve students' game competencies through situated game scenarios and support them to enjoy a lifelong physical activity for a healthy life. Students who are mentally engaged to analyze the cues and relations among game parameters can improve reflective thinking, decision making and problem-solving competencies to select appropriate techniques, strategies and tactics. Future research

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“…Även om lärandet tycks vara mest framträdande i dans, visar såväl svenska som internationella studier, att bollsport får stort utrymme i ämnet (Fagrell, Larsson & Karlefors, 2012;Kirk, 2010;Londos, 2010;Lundvall, Meckbach & Wahlberg, 2008;Sandahl, 2005). Att bollspel är vanligt förekommande i undervisningen har kritiserats, särskilt med tanke på dess fokus på tekniska och taktiska färdigheter (Kirk 2010;Teng, 2013;Ward & Ayvazo, 2016;Ward, Piltz & Lehwald, 2018). I min licentiatstudie uttryckte eleverna att de inte hann bli riktigt bra på något bollspel på grund av att tiden inte räckte till när de endast fick pröva på bollspelen vid enstaka tillfällen.…”

Section: Aktiviteter -Kunskapunclassified

Bildning i idrott och hälsa: Gymnasieelevers uppfattningar om kunskap, lärande och bedömning

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The aim of this thesis is to better our understanding of the relationship between physical education and health as a school subject and the school's overall mission. Drawing on an educational perspective, the intention is to interrogate students' perceptions of knowledge, learning and assessment in the subject. With this thesis, I want to contribute to the ongoing discussion about what constitutes knowledge in physical and health and open up for reflections on alternative perspectives on knowledge in the subject. The thesis is a compilation consisting of three empirical studies presented in four articles, study one and the first two articles are also part of my licentiate thesis. In study two, two classes at an upper secondary school were followed during their physical education and health classes for one whole school term. The data in study two consists of interviews, observations, informal conversations and teacher-student grade discussions. Study three comprises observations and conversations with students from two classes participating in six lessons each on ball games.The data analysis in both study two and three are based on non-affirmative theory where both subject-specific knowledge and generic knowledge are central. The analysis shows that the students perceive that they learn subject-specific knowledge as well as generic knowledge but, for the most part, reproductive and affirmative learning is associated with subject specific knowledge. However, the studies also show that the students may use this affirmative (sporting) knowledge in a final individual “healthproject” and somewhat alter the reproduced and affirmative content, to achieve their personal health goals and this learning may then be seen as more non-affirmative. At the same, some students are not able to achieve this reproductive and affirmative learning, which can mean that their knowledge “toolbox” is more limited for the final health project and, by extension, health in a lifelong perspective. In order to enrich and enhance the educational outcomes for students in physical education and health, the pervasiveness of reproductive and affirmative knowledge needs to be challenged by a more non-affirmative way of thinking.

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Unpacking Games Teaching: What Do Teachers Need to Know?

Cited by 13 publications

References 5 publications

Physical Activity and Game Play Ability in a High School Sport Education Basketball Season

Physical Activity and Game Play Ability in a High School Sport Education Basketball Season

Situated Game Teaching Through Setplays: An Innovative Model to Teach Sports in Physical Education

Bildning i idrott och hälsa: Gymnasieelevers uppfattningar om kunskap, lärande och bedömning

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