ERIC Number: EJ1088029
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
A Tactical-Game Approach and Enhancement of Metacognitive Behaviour in Elementary School Students
Chatzipanteli, Athanasia; Digelidis, N.; Karatzoglidis, C.; Dean, R.
Physical Education and Sport Pedagogy, v21 n2 p169-184 2016
Background: "Teaching games for understanding" (TGfU) is a tactical-game approach to teaching, in which participants are learning via the processes intrinsic to the games themselves. Purpose: The aim of the study was to examine the effectiveness of a tactical-game model in promoting metacognitive behaviour in elementary-school students. Participants and settings: Seventy-one students aged 11-12 years were randomly assigned to an experimental group (13 boys and 16 girls) and a control group (19 boys and 23 girls). Research design: Teachers in the intervention classes applied the tactical-game approach (TGfU) in teaching volleyball. Within the control group, the technique-focus approach was applied. Data collection: Metacognitive behaviour was assessed pre and post-intervention via think-aloud protocols. Descriptive statistics showed that students from the experimental group made appreciable gains in metacognitive behaviour. Previous to the intervention programme 5.63% of students were categorized as high level in terms of metacognitive behaviour. After the intervention programme 22.53% were categorized at high level. Conclusions: The results imply that the tactical-game approach could improve metacognitive behaviour in physical education classes in elementary school.
Descriptors: Teaching Methods, Educational Games, Metacognition, Elementary School Students, Randomized Controlled Trials, Comparative Analysis, Physical Education, Team Sports, Protocol Analysis, Statistical Analysis, Student Behavior, Foreign Countries, Intervention, Vignettes
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A