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Effects of Teaching Games for Unders...

Harvey, Stephen.

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Effects of Teaching Games for Understanding on game performance and understanding in middle school physical education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of Teaching Games for Understanding on game performance and understanding in middle school physical education./
Author:	Harvey, Stephen.
Description:	285 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3754.
Contained By:	Dissertation Abstracts International67-10A.
Subject:	Education, Physical. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3236883
ISBN:	9780542910890

Effects of Teaching Games for Understanding on game performance and understanding in middle school physical education.
Harvey, Stephen.

Effects of Teaching Games for Understanding on game performance and understanding in middle school physical education. - 285 p.

Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3754.

Thesis (Ph.D.)--Oregon State University, 2006.

Most students arrive at game-focused physical education (PE) with neither the skills nor the tactical knowledge to be successful (Metzler, 2000). Although the Teaching Games for Understanding (TGFU) approach can enhance both on- and off-the-ball skills in game play performance (Griffin et al., 1995; Harvey et al., in review, Harvey 2003; Mitchell et al., 1995) results from previous research examining TGFU's effectiveness in PE settings have been equivocal. The present study was conducted to (a) examine whether an 11-13 lesson unit of soccer taught using the TGFU approach would improve the Game Performance (GP) and Game Understanding (GU) of grade six PE students; and (b) assess the relationship between GP and GU. Using a single subject, delayed multiple baseline design, three students (a higher-, moderate- and lower-skilled student) were randomly selected from four different grade six (11-12 years) PE classes (n=12). Data were collected on eight measures of GP (using the Game Performance Assessment Instrument, [GPAI]) and three measures of GU (using a modified version of the Verbal Protocol Analysis [VPA] technique). Students were followed over an 11-13 soccer unit taught using the TGFU approach. Elements of GP were formulated into four GP indices: Decision Making Index (DMI); Skill Execution Index (SEI); overall Game Performance Index (GPI); and Game Involvement (GI). The latter GI Index was further divided into appropriate/inappropriate on- and off-the-ball actions. All GP data were plotted graphically and analyzed visually using standard analytic criteria. Developments in the total, variety (i.e. 'goal', 'condition', action etc), and level of sophistication (i.e. '0', '1', '2' and '3') of coded verbal statements from the VPA GU task were assessed using a series of 12 separate repeated measures ANOVA's. The relationship between the GP and GU was also assessed using a Pearson correlation. All GP indices and GI remained somewhat variable between the baseline and intervention phases of the study and no individual participants improved on all GP and/or GI indices. However, 10 of the 12 participants improved at least one aspect of their GP. In the VPA GU task, findings were also variable. Finally, there appears to be no strong link between the way in which GP and GU emerges and/or develops, at least within the limitations of this study. (Abstract shortened by UMI.)

ISBN: 9780542910890Subjects--Topical Terms:

1018000
Education, Physical.

Effects of Teaching Games for Understanding on game performance and understanding in middle school physical education.
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245 1 0 $a Effects of Teaching Games for Understanding on game performance and understanding in middle school physical education.
300 $a 285 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3754.
500 $a Adviser: Hans van der Mars.
502 $a Thesis (Ph.D.)--Oregon State University, 2006.
520 $a Most students arrive at game-focused physical education (PE) with neither the skills nor the tactical knowledge to be successful (Metzler, 2000). Although the Teaching Games for Understanding (TGFU) approach can enhance both on- and off-the-ball skills in game play performance (Griffin et al., 1995; Harvey et al., in review, Harvey 2003; Mitchell et al., 1995) results from previous research examining TGFU's effectiveness in PE settings have been equivocal. The present study was conducted to (a) examine whether an 11-13 lesson unit of soccer taught using the TGFU approach would improve the Game Performance (GP) and Game Understanding (GU) of grade six PE students; and (b) assess the relationship between GP and GU. Using a single subject, delayed multiple baseline design, three students (a higher-, moderate- and lower-skilled student) were randomly selected from four different grade six (11-12 years) PE classes (n=12). Data were collected on eight measures of GP (using the Game Performance Assessment Instrument, [GPAI]) and three measures of GU (using a modified version of the Verbal Protocol Analysis [VPA] technique). Students were followed over an 11-13 soccer unit taught using the TGFU approach. Elements of GP were formulated into four GP indices: Decision Making Index (DMI); Skill Execution Index (SEI); overall Game Performance Index (GPI); and Game Involvement (GI). The latter GI Index was further divided into appropriate/inappropriate on- and off-the-ball actions. All GP data were plotted graphically and analyzed visually using standard analytic criteria. Developments in the total, variety (i.e. 'goal', 'condition', action etc), and level of sophistication (i.e. '0', '1', '2' and '3') of coded verbal statements from the VPA GU task were assessed using a series of 12 separate repeated measures ANOVA's. The relationship between the GP and GU was also assessed using a Pearson correlation. All GP indices and GI remained somewhat variable between the baseline and intervention phases of the study and no individual participants improved on all GP and/or GI indices. However, 10 of the 12 participants improved at least one aspect of their GP. In the VPA GU task, findings were also variable. Finally, there appears to be no strong link between the way in which GP and GU emerges and/or develops, at least within the limitations of this study. (Abstract shortened by UMI.)
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