Situated Game Teaching Through Set Plays: A Curricular Model to Teaching Sports in Physical Education

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Guided by Situated Learning theory, the purpose of this article is to propose an extension to existing game-centered curricular models, named Situated Game Teaching through Set Plays (SGTSP). This proposed model fills in the gaps in the literature on game-centered curricular models by theorizing the concept of game scenarios/match conditions in the coaching literature for physical education, utilizing Situated Learning theory as a theoretical framework to systematically develop a curricular model, and conceptualizing and operationalizing the stimulus-response selection and execution or if–then links decision-making process in teaching sports and games in physical education. This SGTSP model has a potential to advance the curricular development and provide an alternative approach to teach tactical decision making in sports and games in physical education. Future research shall examine the effectiveness of SGTSP curricular model on students’ motivation, tactical decision making, technique development, and game performance. Features of this model and implications for future research will be discussed.

W. Li is with the Department of Human Sciences, College of Education and Human Ecology, The Ohio State University, Columbus, OH. Xie is with the Department of Human Performance and Health Education, Western Michigan University, Kalamazoo, MI. H. Li is with the Yangtze University, Jingzhou, China.

Address author correspondence to Xiuye Xie at xyxie0112@gmail.com.
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