Effects of Situated Game Teaching Through Set Plays on Soccer Tactical Knowledge Among Turkish Secondary School Students

in Journal of Teaching in Physical Education

Click name to view affiliation

Fatih DerventMarmara University

Search for other papers by Fatih Dervent in
Current site
Google Scholar
PubMed
Close
*
,
Xiuye XieMissouri State University

Search for other papers by Xiuye Xie in
Current site
Google Scholar
PubMed
Close
,
Erhan DevrilmezKaramanoglu Mehmetbey University

Search for other papers by Erhan Devrilmez in
Current site
Google Scholar
PubMed
Close
,
Nazım NayırMarmara University

Search for other papers by Nazım Nayır in
Current site
Google Scholar
PubMed
Close
, and
Weidong LiThe Ohio State University

Search for other papers by Weidong Li in
Current site
Google Scholar
PubMed
Close
Restricted access

Purpose: This study was to examine the effects of a curricular model named Situated Game Teaching through Set Plays (SGTSP) on secondary students’ tactical knowledge in a 10-lesson soccer unit. Methods: A quasi-experimental design with a repeated measure was used to examine the effectiveness of the SGTSP model in comparison with a technique-focused approach. Participants’ perceptions of SGTSP were collected through reflection journals throughout the unit. A convenient sample of 27 sixth graders from two classes participated in this study. Data were collected from a tactical knowledge test and reflection journals. A 3 × 2 × 2 factorial analysis of variance with a repeated measure was conducted to analyze the data. Responses to reflection journals were analyzed by deductive analysis and constant comparison. Results: Participants’ tactical knowledge in the SGTSP condition improved significantly more than those in the comparison condition over time. Conclusions: The findings provided evidence supporting the effectiveness of the SGTSP model on developing students’ tactical knowledge as compared to a technique-focused approach.

Dervent and Nayır are with the Faculty of Sport Sciences, Marmara University, Istanbul, Turkey. Xie is with the Department of Kinesiology, Missouri State University, Springfield, MO, USA. Devrilmez is with the Faculty of Sport Sciences, Karamanoğlu Mehmetbey University, Karaman, Turkey. Li is with the Department of Human Sciences, The Ohio State University, Columbus, OH, USA.

Dervent (fatih.dervent@marmara.edu.tr) is corresponding author.
  • Collapse
  • Expand
  • Arias-Estero, J.L., Jaquero, P., Martínez-López, A.N., & Morales-Belando, M.T. (2020). Effects of two TGfU lessons period on game performance, knowledge and psychosocial variables in elementary physical education. International Journal of Environmental Research and Public Health, 17(10), 122. doi:10.3390/ijerph17103378

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Bunker, D., & Thorpe, R. (1982). Model for the teaching of games in secondary schools. Bulletin of Physical Education, 18(1), 58.

  • Charlesworth, R. (1993). Level 3 NCAS course: Designer games. Canberra, Australia: Hockey Australia.

  • Cohen, J. (1989). Statistical power analysis for the behavioral sciences. New York, NY: Routledge Academic.

  • Gordon, B. (2015). Developing thinking players: Baseball/softball edition. Wellington, New Zealand: Developing Thinking Player (DTP) Ltd.

    • Search Google Scholar
    • Export Citation
  • Grehaigne, J.F., Richard, J.F., & Griffin, L. (2005). Teaching and learning team sports and games. New York, NY: Routledge Falmer.

  • Griffin, L., Mitchell, S., & Oslin, J. (1997). Teaching sport concepts and skills: A tactical games approach. Champaign, IL: Human Kinetics.

    • Search Google Scholar
    • Export Citation
  • Harvey, S., Gil-Arias, A., & Claver, F. (2020). Effects of teaching games for understanding on tactical knowledge development in middle school physical education. Journal of Physical Education and Sport, 20(3), 13691379. doi:10.7752/jpes.2020.03189

    • Search Google Scholar
    • Export Citation
  • Kester, L., Paas, F., & Van Merriënboer, J. (2010). Instructional control of cognitive load in the design of complex learning environments. In J.L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 109130). New York, NY: Cambridge University Press.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Kirk, D., & Kinchin, G. (2003). Situated learning as a theoretical framework for sport education. European Physical Education Review, 9(3), 221235. doi:10.1177/1356336X030093002

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Kirk, D., & Macdonald, D. (1998). Situated learning in physical education. Journal of Teaching in Physical Education, 17(3), 376387. doi:10.1123/jtpe.17.3.376

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Kirk, D., & MacPhail, A. (2002). Teaching games for understanding and situated learning: Rethinking the Bunker–Thorpe model. Journal of Teaching in Physical Education, 21(2), 177192. doi:10.1123/jtpe.21.2.177

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Launder, A., & Piltz, W. (2013). Play practice. Champaign, IL: Human Kinetics.

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.

  • Li, H., Shen, H., Li, W., Yang, M., Zhao, Q., Li, M., & Xie, X. (2019). Effects of situated game teaching through set plays on college students’ situational interest in physical education. Journal of Chengdu Sport University, 45(3), 105111.

    • Search Google Scholar
    • Export Citation
  • Li, W., Dervent, F., & Xie, X. (2018). Soccer techniques and tactics for third through eighth grade students in physical education. Journal of Physical Education, Recreation and Dance, 89(8), 2328. doi:10.1080/07303084.2018.1503121

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Li, W., Xiang, P., Chen, Y., Xie, X., & Li, Y. (2017). Unit of analysis: Impact of Silverman and Solmon’s article on field-based intervention research in physical education in the U.S.A. Journal of Teaching in Physical Education, 36(2), 131141. doi:10.1123/jtpe.2016-0169

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Li, W., Xie, X., & Li, H. (2018). Situated game teaching through set plays: A curricular model to teaching sports in physical education. Journal of Teaching in Physical Education, 37(4), 352362. doi:10.1123/jtpe.2018-0001

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Light, R. (2013). Game sense: Pedagogy for performance, participation and enjoyment. New York, NY: Routledge.

  • Liu, H., Wang, W., Zhang, C., & Hastie, P.A. (2020). College students’ development of badminton skills and tactical competencies following Play Practice. Journal of Teaching in Physical Education, 40(2), 19. doi:10.1123/jtpe.2019-0292

    • Search Google Scholar
    • Export Citation
  • López, I., Práxedes, A., & del Villar, F. (2016). Effect of an intervention teaching program, based on TGFU model, on the cognitive and execution variables, in the physical education context. European Journal of Human Movement, 37, 88108.

    • Search Google Scholar
    • Export Citation
  • Miller, A. (2015). Games centered approaches in teaching children & adolescents: Systematic review of associated student outcomes. Journal of Teaching in Physical Education, 34(1), 3658. doi:10.1123/jtpe.2013-0155

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Mitchell, S.A., & Oslin, J.L. (1999). An investigation of tactical transfer in net games. European Journal of Physical Education, 4(2), 162172. doi:10.1080/1740898990040205

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Mitchell, S.A., Oslin, J.L., & Griffin, L.L. (2006). Teaching sport concepts and skills: A tactical games approach. Champaign, IL: Human Kinetics.

    • Search Google Scholar
    • Export Citation
  • Mitchell, S.A., Oslin, J.L., & Griffin, L.L. (2013). Teaching sport concepts and skills: A tactical games approach for ages 7 to 18. Champaign, IL: Human Kinetics.

    • Search Google Scholar
    • Export Citation
  • Patton, M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications.

  • Renshaw, I., Araujo, D., Button, C., Chow, J.Y., Davids, K., & Moy, B. (2016). Why the constraints-led approach is not teaching games for understanding: A clarification. Physical Education and Sport Pedagogy, 21(5), 459480. doi:10.1080/17408989.2015.1095870

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Rink, J. (1996). Investigating the assumptions of pedagogy. Journal of Teaching in Physical Education, 20(2), 112128. doi:10.1123/jtpe.20.2.112

  • Rink, J. (2010). TGfU celebrations and cautions. In J.I. Butler & L.L. Griffin (Eds.), More teaching games for understanding: Moving globally (pp. 3348). Champaign, IL: Human Kinetics.

    • Search Google Scholar
    • Export Citation
  • Rovegno, I. (2006). Situated perspectives on learning. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), Handbook of physical education (pp. 262273). London, UK: Sage Publications.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Rovegno, I., & Bandhauer, D. (2013). Elementary physical education: Curriculum and instruction. Burlington, MA: Jones and Bartlett Learning.

    • Search Google Scholar
    • Export Citation
  • SAS Institute Inc. (2013). SAS® 9.4. Cary, NC: SAS Institute Inc.

  • Siedentop, D. (1994). Sport education: Quality physical education through positive sport experiences. Champaign, IL: Human Kinetics.

  • Stolz, S., & Pill, S. (2014). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education. European Physical Education Review, 20(1), 3671. doi:10.1177/1356336X13496001

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Turner, A.P., & Martinek, T.J. (1999). An investigation into teaching games for understanding: Effects on skill, knowledge, and game play. Research Quarterly for Exercise and Sport, 70(3), 286296. PubMed ID: 10522286 doi:10.1080/02701367.1999.10608047

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Xie, X. (2018). Effects of situated game teaching through set plays on secondary students’ tactical knowledge and situational interest in physical education (Doctoral dissertation). The Ohio State University. Retrieved from https://etd.ohiolink.edu/apexprod/rws_etd/send_file/send?accession=osu152407383868956&disposition=attachment

    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 1084 720 158
Full Text Views 47 37 1
PDF Downloads 69 55 2