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ERIC Number: EJ814558
Record Type: Journal
Publication Date: 2008-Oct
Pages: 18
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1091-367X
Effects of Two Instructional Approaches on Skill Development, Knowledge, and Game Performance
Pritchard, Tony; Hawkins, Andrew; Wiegand, Robert; Metzler, Jonathan N.
Measurement in Physical Education and Exercise Science, v12 n4 p219-236 Oct 2008
Two instructional approaches that have been of interest in promoting sport have been the Sport Education Model (SEM) and the Traditional Style (TS) of teaching physical education. The purpose of this study was to investigate how SEM and TS would affect skill development, knowledge, and game performance for volleyball at the secondary level. A 2 x 3 (group x time) research design was utilized on 47 secondary students testing volleyball skills, knowledge, and game performance. Participants were placed in either the SEM or the TS via stratified randomization, and then were tested pre, mid, and post intervention through the 20-lesson volleyball unit. The 2 x 3 repeated measures Analysis of Variances (ANOVAs) with Bonferroni correction revealed no significant difference between models for skills and knowledge, but there was for game performance for group [F(1, 45) = 10.27, p less than 0.008, [eta][superscript 2] = 0.19], time [F(2, 90) = 8.62, p less than 0.008, [eta][superscript 2] = 0.16], and group x time interaction [F(2, 90) = 8.43, p less than 0.008, [eta][superscript 2] = 0.16]. If the goal of the physical education program is to promote quality game play, the SEM may be more effective than the TS. (Contains 2 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A