Effects of Two Instructional Approaches on Skill Development, Knowledge, and Game Performance

Autor/inn/en	Pritchard, Tony; Hawkins, Andrew; Wiegand, Robert; Metzler, Jonathan N.
Titel	Effects of Two Instructional Approaches on Skill Development, Knowledge, and Game Performance
Quelle	In: Measurement in Physical Education and Exercise Science, 12 (2008) 4, S.219-236 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1091-367X
Schlagwörter	Physical Education; Team Sports; Games; Skill Development; Teaching Methods; Athletics; Physical Education Teachers; Models; Secondary School Teachers; Secondary School Students; Knowledge Level; Grade 9; Student Participation + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Mannschaftssport; Game; Spiel; Spiele; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Leichtathletik; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Analogiemodell; Sekundarschüler; Wissensbasis; School year 09; 9. Schuljahr; Schuljahr 09; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Two instructional approaches that have been of interest in promoting sport have been the Sport Education Model (SEM) and the Traditional Style (TS) of teaching physical education. The purpose of this study was to investigate how SEM and TS would affect skill development, knowledge, and game performance for volleyball at the secondary level. A 2 x 3 (group x time) research design was utilized on 47 secondary students testing volleyball skills, knowledge, and game performance. Participants were placed in either the SEM or the TS via stratified randomization, and then were tested pre, mid, and post intervention through the 20-lesson volleyball unit. The 2 x 3 repeated measures Analysis of Variances (ANOVAs) with Bonferroni correction revealed no significant difference between models for skills and knowledge, but there was for game performance for group [F(1, 45) = 10.27, p less than 0.008, [eta][superscript 2] = 0.19], time [F(2, 90) = 8.62, p less than 0.008, [eta][superscript 2] = 0.16], and group x time interaction [F(2, 90) = 8.43, p less than 0.008, [eta][superscript 2] = 0.16]. If the goal of the physical education program is to promote quality game play, the SEM may be more effective than the TS. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10