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Öğe Effectiveness of a curricular model: situated game teaching through set plays in a soccer unit(Taylor & Francis (Routledge), 2020) Dervent, Fatih; Xie, Xiuye; Nayir, Nazim Abdurrahim; Devrilmez, Erhan; Li, WeidongSituated Learning Theory (SLT) considers learning occurring through changes of relations in community of practices where students actively engage with authentic, practical, and meaningful learning tasks (Lave & Wenger, 1991). Based on SLT, Li, Xie and Li (2018) proposed a curricular model named Situated Game Teaching Through Set Plays (SGTSP), to teach sports and games in physical education. The goal of this model is to develop game competence through situated set plays, where students make decisions by analyzing predetermined relations among rules, players’ position, space, techniques, strategies, and tactics in a specific game scenario. Limited research has been conducted to examine the effectiveness of this model. Therefore, the purpose of this study was to examine the effectiveness of SGTSP on students’ tactical knowledge, skill acquisition, and situational interest after a 10-lesson soccer unit as compared to a technique-focused approach. A convenient sample of twenty-seven 6th grade students from two classes was purposefully selected, which were randomly assigned as either an experimental condition (SGTSP) or a comparison condition (Technique-focused approach). A quasi-experimental design with/without a repeated measure (Thomas, Nelson, & Silverman, 2011) was used to examine the effectiveness of the SGTSP. Students’ tactical knowledge (Xie, 2018) and soccer skills in ball control, dribbling, and shooting (Höner, Votteler, Schmid, Schultz & Roth, 2015) were measured prior to and after the soccer unit. Participants’ situational interest was measured by the Turkish version of modified 24-item Situational Interest Scale (SIS; Chen, Darst & Pangrazi, 1999) upon the completion of the soccer unit. A series of ANOVA with a repeated measure and MANOVA without a repeated measure were conducted to analyze the data. The results showed that participants’ tactical knowledge in the SGTSP condition improved significantly more than those in the comparison condition from pre to post, (F(1,25) = 4.39, ƞ2 = .15, p < .05). The changes in soccer skills in ball control, dribbling, and shooting from pre to post were not significantly different among participants between the SGTSP condition and the comparison condition. The MANOVA results indicated that there were no significant differences in all dimensions of situational interest among participants between the SGTSP condition and the comparison condition. The findings provided initial evidence supporting the effectiveness of the SGTSP model on tactical knowledge. Participants taught by this model achieved similar skill performance in soccer and displayed similar levels of interest as those taught by a technique-focused approach.Öğe Effects of situated game teaching through set plays on badminton skill performances among turkish secondary school students(Routledge Journals, Taylor & Francis Ltd, 2023) Li, Weidong; Cabitci, Mustafa; Devrilmez, Erhan; Dervent, Fatih[No Abstract Avilable]Öğe Effects of situated game teaching through set plays on badminton tactical knowledge, technical ability, and game performance among Turkish secondary school students(2024) Devrilmez, Erhan; Li, Weidong; Dervent, Fatih; Cabitci, Mustafa; Chen, SenlinBackground: The Situated Game Teaching Through Set Plays (SGTSP) model, a newly proposed curricular model, extends the previous game-based approaches by adopting the Theory of Situated Learning as a framework to focus on the relational and situational nature of the changing relations of all game parameters in a specific momentary game scenario. However, as a new gamebased model, SGTSP warrants further empirical research investigations to establish its effectiveness at advancing student learning such as skill acquisition and game competence. Purpose: To examine the effects of the SGTSP curricular model on secondary school students' tactical knowledge, technical ability, and game performance in badminton when compared with a techniquefocused approach during a 10-lesson unit. Methods: A completely randomized block design with a repeated measure was used to address the research purpose. A sample of 158 sixth graders from eight classes at two Turkish middle schools (67 girls and 89 boys; Mage = 12.62 +/- 0.47) were assigned to either the SGTSP (n= 79 from four classes) or the technique-focused approach conditions (n= 79 from four classes) for the experiment. Assessments were conducted before and after the badminton instructional unit. The statistical models consisted of one of the four technical ability performances, components of game performance, or tactical knowledge as a dependent variable and eight independent variables: teacher, treatment, class nested within teacher and treatment, gender, skill levels, and three 2-way interactions between treatment, gender, and skill levels. A series of repeated-measure multivariate analyses of variance were conducted to analyze the data. Results: Participants in both groups improved tactical knowledge, forehand long serve, forehand clear, smash, and drop skills, and game performances from pre to post. Participants in the SGTSP condition showed significantly greater improvements (eta 2p = .39-.96). Discussion and Conclusion: The findings of this study substantiated the positive effects of the SGTSP model on developing secondary school students' badminton tactical knowledge, technical ability, and game performances in badminton compared with the traditional technique-focused approach.Öğe Effects of situated game teaching through set plays on middle school students’ soccer skills and game performance(Human Kinetics Publ Inc, 2022) Dervent, Fatih; Li, Weidong; Nayır, Nazım; Devrilmez, ErhanPurpose: To examine the effects of the Situated Game Teaching through Set Plays (SGTSP) curricular model on secondary school students' soccer skills and game performance during a 10-lesson unit. Methods: A quasi-experimental design with/ without a repeated measure was used to examine the effectiveness of the SGTSP model in comparison with a technique-focused approach. A convenient sample of 27 sixth graders from two classes participated in this study. Classes were randomly assigned to conditions. Data were collected from soccer skill tests and game performance coding instrument. Analysis of variance with or without a repeated measure was conducted to analyze the data. Results: Participants' ball controlling skill significantly improved for both groups over time. Their shooting and dribbling skills did not improve for both groups over time. No statistical differences were found in participants' changes in ball controlling, shooting, and dribbling skills over time between the two conditions. Participants in the SGTSP condition had better offensive off the ball, offensive with the ball, overall offensive decision making, and overall decision making than those in the comparison condition. Conclusions: The findings provided initial evidence supporting the effectiveness of the SGTSP model on developing students' decision making in the game plays. Participants taught by SGTSP had similar skill performance as those taught by a technique-focused approach.Öğe Effects of situated game teaching through set plays on soccer tactical knowledge among turkish secondary school students(Human Kinetics Publ Inc, 2023) Dervent, Fatih; Xie, Xiuye; Devrilmez, Erhan; Nayir, Nazim; Li, WeidongPurpose: 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 x 2 x 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 SGTSPmodel on developing students' tactical knowledge as compared to a technique-focused approach.
