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Öğe Recent advances in the study of content knowledge and pedagogical content knowledge in physical education(Taylor & Francis (Routledge), 2020) Iserbyt, Peter; Kim, Insook; Ward, Phillip; Dervent, Fatih; Devrilmez, Erhan; Cotuk, Mufide; He, YaohuiRecent advances in the study of content knowledge and pedagogical content knowledge in physical educationÖğe 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.
