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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 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.Öğe Faculty perspectives using practice-based teacher education in physical education(Human Kinetics Publ Inc, 2022) Ward, Phillip; Dervent, Fatih; Kim, Insook; Ko, Bomna; Xie, Xiuye; Devrilmez, ErhanPurpose: Practice-based teacher education (PBTE) has been proposed as an approach to combat forms of teacher education that create prescriptive understandings of teaching that are disconnected from practice. In physical education, PBTE is becoming more prevalent. Some have argued that many of its elements have been in use for some time, whereas other elements have been refined or are new. In this study, we were motivated to examine the use of PBTE by physical education teacher educators and their perceptions of PBTE. Method: Participants were nine teacher educators from the United States (n = 6), Turkey (n = 2), and Belgium (n = 1). Surveys were used to gather data on the use of PBTE and the perceptions of teacher educators. Data describing the use of PBTE in their programs were descriptively analyzed. Our perceptions were interpreted using an intrinsic case study with PBTE serving as the case. Findings: Programs adopted similar and different elements of PBTE. Four themes emerged relative to the perceptions of teacher educators about PBTE: (a) how the context of the teacher educator influences their use of PBTE, (b) teacher educators' use of PBTE, (c) the advantages of using PBTE, and (d) a critical analysis of PBTE. Conclusion: Our approach to operationalizing PBTE may help encourage useful conversations in physical education teacher education.Öğe İmplementing practice-based physical education teacher education pedagogies(2025) Dervent, Fatih; Ward, Phillip; Xie, Xiuye; Tsuda, Emi; Santiago, Jose A; Ko, Bomna; Kim, Insook; Iserbyt, Peter; Devrilmez, ErhanThis article addresses a key theory-practice gap in physical education teacher education (PETE) programs that can lead to the inadequate preparation of teachers for the realities they will face in schools. To improve the relevance of traditional PETE programs, the essential elements of implementing practice-based teacher education pedagogies are presented. The article provides readers with pedagogies that focus on the authentic practices in teacher education designed to train preservice teachers to learn from their teaching, as well as to understand the nuances of teaching in varied contexts.Öğe Implementing practice-based physical education teacher education pedagogies(Routledge, 2025) Dervent, Fatih; Ward, Phillip; Xie, Xiuye; Tsuda, Emi; Santiago, José A.; Devrilmez, ErhanThis article addresses a key theory-practice gap in physical education teacher education (PETE) programs that can lead to the inadequate preparation of teachers for the realities they will face in schools. To improve the relevance of traditional PETE programs, the essential elements of implementing practice-based teacher education pedagogies are presented. The article provides readers with pedagogies that focus on the authentic practices in teacher education designed to train preservice teachers to learn from their teaching, as well as to understand the nuances of teaching in varied contexts.Öğe Transnational research: the benefits of collaboration(Taylor and Francis, 2024) Ward, Phillip; Dervent, Fatih; Devrilmez, Erhan; He, Yaohui; Iserbyt, Peter; Kim, İnsook; Ko, Bomna; Santiago, José A.; Tsuda, Emi; Wang, Xiaozan; Xie, Xiuyeİn this chapter, we describe our collaboration within and across countries on topics related to effective teaching and student learning. Specifically, content knowledge, pedagogical content knowledge and practice-based teacher education in preservice physical education teacher education and in terms of continuing professional development. Our research team has conducted studies in Belgium, China, Japan, South Korea, Türkiye, and the United States. This work is both research and development, as well as translational in nature. It represents a case of workforce systems development at scale. The work has been impactful in terms of undergraduate and graduate education, teachers and students in schools, research and development, and policy change. © 2025 selection and editorial matter, Hal A. Lawson, Emily M. Jones, and Kevin Andrew Richards; individual chapters, the contributors. All rights reserved.
