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Comparison of tactical knowledge and situational interest in traditional teaching and game-based methods

Document Type : Research Paper

Authors

1 professor of motor behavior at urmia university

2 phd of motor behavior

Abstract

The purpose of the present study was to determine the effect of traditional training and situational game models on tactical knowledge and situational interest in boys aged 10-12 in football. The study subjects were 24 football school students with a mean age 110±./73. The study consisted of four stages of pre-test, two SGTSP and traditional positional play models, post-test and delayed retention. Subjects in two groups paticipated in 12 sessions trainings in accordance with their training approach. Situational game practice included training based on a 5-step game-based model. . Traditional training also included: training with an emphasis on skill and technique. Tactical knowledge scales and situational interest were completed by learners at all stages of the Descriptive statistics, ANOVA with repeated measures, covariance analysis and Bonferroni post hoc test were used for data analysis. The results show that the tactical knowledge of the SGTSP group is greater than the traditional group. In addition, the scores of situational interest for the SGTSP group showed an increasing in the post-test compared to the pre-test that in challenge, need for attention, innovation, was a significant difference between the two groups. Given that Situational Learning Model with Game Scenarios is a creative educational model presented for sports education in physical education classrooms,The use of this new game-based approach may be able to increase interest, quality of motivation and level of physical activity of students, in addition to enhancing the level of play and learning.

Keywords

References
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  2. Roure C, Méard J, Lentillon-Kaestner V, Flamme X, Devillers Y, Dupont J-P. The effects of video feedback on students’ situational interest in gymnastics. Technology, Pedagogy and Education. 2019:1-12.
  3. Roure C, Pasco D, Kermarrec G. Validation de l’échelle française mesurant l’intérêt en situation, en éducation physique. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement. 2016;48(2):112.
  4. Américo HB, Kowalski M, Cardoso F, Kunrath CA, González-Víllora S, Teoldo I. Difference in declarative tactical knowledge between U-11 and U-15 soccer players. Human Movement Special Issues.2017(5):30-25
  5. Xie X. Effects of Situated Game Teaching through Set Plays on Secondary Students’ Tactical Knowledge and Situational Interest in Physical Education: The Ohio State University.2018
  6. Dervent F, Devrilmez E, Xie X, Li W. Situated Game Teaching Through Setplays: An Innovative Model to Teach Sports in Physical Education. Journal of Physical Education and Sports Studies. 2019;11(1):36-22
  7. Felippe L. Cardoso V, Jose G, Israel T.Young Soccer Players With Higher Tactical Knowledge Display Lower Cognitive Effort. Perceptual and Motor Skills.2019, 1–16
  8. Ghari B, Mohammad Zadeh H, Ahmadi M.The Effects of Three Instructional Approaches on Basketball Game Performance in University Students. Motor Behavior.2019
  9. Ghari Borhan al-Din. Effects of nonlinear teaching models(TGfU, SET, PP) on behavioral-psychological responses, performance and basketball skills learning. PHD thesis, urmia university. 2017 [persian]
  10. Dervent F, Xie X, Nayir N, Li W. Effectiveness of a Curricular Model: Situated Game Teaching Through Set Plays in a Soccer Unit, Conference: SHAPE America National Convention & Expo, June. 2020, DOI: 10.1080/02701367.2020.1773156
  11. Mateus N, Santos S, Vaz L, Gomes I, Leite N. The effect of a physical literacy and differential learning program in motor, technical and tactical basketball skills. Revista de psicología del deporte. 2015, 24(3), 0073-0076.
  12. Rezvani asl R,Namazizadeh M,Vaezmosavi M.Comparing the effect of two educational models on learning basketball skills in competitive conditions, Psychological Methods and Models .2018[persian]
  13. Cardoso FdS, González-Víllora S, Guilherme J, Teoldo I. Young Soccer Players With Higher Tactical Knowledge Display Lower Cognitive Effort. Perceptual and motor skills. 2019:0031512519826437.
  14. Praça GM, Costa CLA, Costa FF, Andrade AGPd. Tactical behavior in soccer small-sided games: influence of tactical knowledge and numerical superiority. Journal of Physical Education.2016;27.
  15. Práxedes A, Moreno A, Sevil J, García-González L, Del Villar F. A preliminary study of the effects of a comprehensive teaching program, based on questioning, to improve tactical actions in young footballers. Perceptual and motor skills.2016;122(3):742.56
  16. Bernacki ML, Walkington C. The role of situational interest in personalized learning. Journal of Educational Psychology.2018;110(6):864.
  17. Mohammadi M, Solymani balavi O, Jahani J, Shafiei Sarvestan M, Daryanoosh F. The Impact of the “TGFU” Approach on Students' Sport Skills in Secondary First Course, Studies in Learning & Instruction. 2019, 11, No.1, 2019, Ser 76/1   
  18. Roure C, Méard J, Lentillon-Kaestner V, Flamme X, Devillers Y, Dupont J-P. The effects of video feedback on students’ situational interest in gymnastics. Technology, Pedagogy and Education. 2019.
  19. Roure C, Pasco D, Kermarrec G. Validation de l’échelle française mesurant l’intérêt en situation, en éducation physique. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement.2016;48(2):112   
  20. Menegassi VM, Rechenchosky L, Borges PH, Nazario PF, Carneiro AF, Fiorese L, et al. Impact of motivation on anxiety and tactical knowledge of young soccer players. Journal of Physical Education and Sport.2018;18(1):17.4-0
  21. Kester L, Paas F, Van Merriënboer J. Instructional control of cognitive load in the design of complex learning environments.2010
  22. Kirk D, MacPhail A. Teaching games for understanding and situated learning: Rethinking the Bunker-Thorpe model. Journal of teaching in Physical Education. 2002;21(2):177.92  
  23. Hidi S, Renninger KA. The four-phase model of interest development. Educational psychologist.2006;41(2):27-11.
  24. Kahan, D & Lorenz.K. Physical Activity for Lent: Changes in and Associations Between Religiosity, Enjoyment, Motivation, and Physical Activity, Research Quarterly for Exercise and Sport. 2019, DOI: 10.1080/02701367.2019.1627275

 

 

دانشیار الهام، محمدزاده حسن. مقایسه دانش تاکتیکی و علاقه موقعیتی درآموزش سنتی و روشهای مبتنی بر بازی. رفتار حرکتی. بهار 1400؛ 13(43): 50-123.
شناسة دیجیتال: 10.22089/mbj.2020.8277.1846

 

استناد به مقاله

 

 

 

 

 

Daneshyar E, Mohammadzadeh H. Comparison of Tactical Knowledge and Situational Interest in Traditional Teaching and Game-Based Methods. Motor Behavior. Spring 2020; 13 (43): 123-50. (In Persian).
Doi: 10.22089/mbj.2020.8277.1846

 

  1. Mateus N, Santos S, Vaz L, Gomes I, Leite, N. The effect of a physical literacy and differential learning program in motor, technical and tactical basketball skills. Revista de psicología del deporte.2015, 24(3), 0073-0076.
  2. Roure C, Méard J, Lentillon-Kaestner V, Flamme X, Devillers Y, Dupont J-P. The effects of video feedback on students’ situational interest in gymnastics. Technology, Pedagogy and Education. 2019:1-12.
  3. Roure C, Pasco D, Kermarrec G. Validation de l’échelle française mesurant l’intérêt en situation, en éducation physique. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement. 2016;48(2):112.
  4. Américo HB, Kowalski M, Cardoso F, Kunrath CA, González-Víllora S, Teoldo I. Difference in declarative tactical knowledge between U-11 and U-15 soccer players. Human Movement Special Issues.2017(5):30-25
  5. Xie X. Effects of Situated Game Teaching through Set Plays on Secondary Students’ Tactical Knowledge and Situational Interest in Physical Education: The Ohio State University.2018
  6. Dervent F, Devrilmez E, Xie X, Li W. Situated Game Teaching Through Setplays: An Innovative Model to Teach Sports in Physical Education. Journal of Physical Education and Sports Studies. 2019;11(1):36-22
  7. Felippe L. Cardoso V, Jose G, Israel T.Young Soccer Players With Higher Tactical Knowledge Display Lower Cognitive Effort. Perceptual and Motor Skills.2019, 1–16
  8. Ghari B, Mohammad Zadeh H, Ahmadi M.The Effects of Three Instructional Approaches on Basketball Game Performance in University Students. Motor Behavior.2019
  9. Ghari Borhan al-Din. Effects of nonlinear teaching models(TGfU, SET, PP) on behavioral-psychological responses, performance and basketball skills learning. PHD thesis, urmia university. 2017 [persian]
  10. Dervent F, Xie X, Nayir N, Li W. Effectiveness of a Curricular Model: Situated Game Teaching Through Set Plays in a Soccer Unit, Conference: SHAPE America National Convention & Expo, June. 2020, DOI: 10.1080/02701367.2020.1773156
  11. Mateus N, Santos S, Vaz L, Gomes I, Leite N. The effect of a physical literacy and differential learning program in motor, technical and tactical basketball skills. Revista de psicología del deporte. 2015, 24(3), 0073-0076.
  12. Rezvani asl R,Namazizadeh M,Vaezmosavi M.Comparing the effect of two educational models on learning basketball skills in competitive conditions, Psychological Methods and Models .2018[persian]
  13. Cardoso FdS, González-Víllora S, Guilherme J, Teoldo I. Young Soccer Players With Higher Tactical Knowledge Display Lower Cognitive Effort. Perceptual and motor skills. 2019:0031512519826437.
  14. Praça GM, Costa CLA, Costa FF, Andrade AGPd. Tactical behavior in soccer small-sided games: influence of tactical knowledge and numerical superiority. Journal of Physical Education.2016;27.
  15. Práxedes A, Moreno A, Sevil J, García-González L, Del Villar F. A preliminary study of the effects of a comprehensive teaching program, based on questioning, to improve tactical actions in young footballers. Perceptual and motor skills.2016;122(3):742.56
  16. Bernacki ML, Walkington C. The role of situational interest in personalized learning. Journal of Educational Psychology.2018;110(6):864.
  17. Mohammadi M, Solymani balavi O, Jahani J, Shafiei Sarvestan M, Daryanoosh F. The Impact of the “TGFU” Approach on Students' Sport Skills in Secondary First Course, Studies in Learning & Instruction. 2019, 11, No.1, 2019, Ser 76/1   
  18. Roure C, Méard J, Lentillon-Kaestner V, Flamme X, Devillers Y, Dupont J-P. The effects of video feedback on students’ situational interest in gymnastics. Technology, Pedagogy and Education. 2019.
  19. Roure C, Pasco D, Kermarrec G. Validation de l’échelle française mesurant l’intérêt en situation, en éducation physique. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement.2016;48(2):112   
  20. Menegassi VM, Rechenchosky L, Borges PH, Nazario PF, Carneiro AF, Fiorese L, et al. Impact of motivation on anxiety and tactical knowledge of young soccer players. Journal of Physical Education and Sport.2018;18(1):17.4-0
  21. Kester L, Paas F, Van Merriënboer J. Instructional control of cognitive load in the design of complex learning environments.2010
  22. Kirk D, MacPhail A. Teaching games for understanding and situated learning: Rethinking the Bunker-Thorpe model. Journal of teaching in Physical Education. 2002;21(2):177.92  
  23. Hidi S, Renninger KA. The four-phase model of interest development. Educational psychologist.2006;41(2):27-11.
  24. Kahan, D & Lorenz.K. Physical Activity for Lent: Changes in and Associations Between Religiosity, Enjoyment, Motivation, and Physical Activity, Research Quarterly for Exercise and Sport. 2019, DOI: 10.1080/02701367.2019.1627275

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Motor Behavior
Volume 13, Issue 43
March 2021
Pages 123-150
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History
  • Receive Date: 31 December 2019
  • Revise Date: 05 September 2020
  • Accept Date: 07 September 2020
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