Effects of situated game teaching through set plays on middle school students’ soccer skills and game performance

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dc.authorid0000-0001-5653-9038en_US
dc.contributor.authorDervent, Fatih
dc.contributor.authorLi, Weidong
dc.contributor.authorNayır, Nazım
dc.contributor.authorDevrilmez, Erhan
dc.date.accessioned2023-03-06T08:10:42Z
dc.date.available2023-03-06T08:10:42Z
dc.date.issued2022en_US
dc.departmentKMÜ, Spor Bilimleri Fakültesi, Beden Eğitimi ve Spor Öğretmenliği Bölümüen_US
dc.descriptionWOS:000928410400001en_US
dc.description.abstractPurpose: 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.en_US
dc.identifier.citationDervent, F., Li, W., Nayır, N., Devrilmez, E. (2022). Effects of situated game teaching through set plays on middle school students’ soccer skills and game performance. Journal Of Teaching In Physical Education.en_US
dc.identifier.doi10.1123/jtpe.2021-0295
dc.identifier.issn1543-2769
dc.identifier.scopus2-s2.0-85165288945
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1123/jtpe.2021-0295
dc.identifier.urihttps://hdl.handle.net/11492/7051
dc.identifier.wosWOS:000928410400001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Sceince
dc.indekslendigikaynakScopus
dc.institutionauthorDevrilmez, Erhan
dc.language.isoen
dc.publisherHuman Kinetics Publ Incen_US
dc.relation.journalJournal Of Teaching In Physical Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSituated Learningen_US
dc.subjectCurriculum Modelen_US
dc.subjectRelational Analysisen_US
dc.subjectGame Scenariosen_US
dc.titleEffects of situated game teaching through set plays on middle school students’ soccer skills and game performanceen_US
dc.typeArticle

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