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• W16165277 abstract "This paper presents an interpretation of student learning from a situated learning perspective, seeking to enhance approaches already employed in teaching games for understanding (TGfU) research. The analysis was designed to help identify three specific dimensions of situated learning in physical education: the perceptual-physical, social-interactive, and institutional-cultural, which have implications for the pedagogy of TGfU. The study describes what happened when a TGfU approach was implemented as part of a regular eighth-grade physical education program in basketball. Three vignettes based on critical incidents generated from observation, interview, and diary data illustrate various aspects of the situatedness of learning. Analysis of the vignettes showed that the constructs employed in cognitive, motor behavioral, and ecological approaches remained useful, but by themselves they provided incomplete explanations of learning to play games. Reworked within a situated perspective, the constructs provided theoretical tools for providing a more targeted approach to the pedagogy of TGfU. (Contains 27 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Teaching Games for Understanding: A Situated Perspective on Student Learning 44 Paper prepared for the American Educational Research Association Annual Meeting, New Orleans, April 200 David Kirk, Loughborough University Ross Brooker, Queensland University of Technology Sandy Braiuka, The University of Queensland Introduction: Three Vignettes #1 Remember those It's the first lesson of a 5 lesson unit on basketball for the Year 8 students at Bundoona High School near Brisbane. The students are playing 'tag-ball', a modified version of basketball, designed to teach offensive players to move into space and defensive players to close space down through team work. The modified game involves passing only. The no contact and no traveling rules apply. Offensive players move freely on court. When tagged with the ball, the offensive player is out of the game. The players' first attempt at 'tag-ball' features a great deal of movement on court. Despite this, the defensive team is largely unsuccessful at tagging their opponents, with defenders retaining the ball for long periods or making inaccurate passes. In a whole class discussion, Ann the teacher elicits responses from students that reveal they have good knowledge of appropriate strategies. Ann encourages the students to remember those and provides time for discussion of the strategies within groups. However, as the game recommences, it is obvious that students are having difficulty putting their strategies into action, as the pattern of play is very similar to before. Some further intervention by Ann, a discussion on teamwork, some practice on passing techniques and leading for a pass, and the introduction of a second ball into the game eventually result in greater success for the defensive team. # 2 We're all clumped in like porridge Its now lesson three and students are playing a modified 5v5 version of basketball called `keyball'. This game is designed to encourage players to concentrate on making space and progressing the ball to their basket. Only the nominated shooter is allowed in the key, hence reducing the technical demands of the game with respect to shooting for the majority of the players, while retaining shooting as a feature of the game. We focus in on a 10 minute passage of play between the red and green teams. During the entire episode, the red team manages to get the ball out of their defensive half only once. They regularly turn over possession of the ball and the Green team scores. Interspersed throughout are interventions by Ann to encourage players to discuss and experiment with strategies to open out the field, to create space and to work together as a team. Despite these interventions, the players are as Ann put it clumping in like porridge. BEST COPY AVAILABLE 2 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. # 3 We've got no idea what we're doing In lesson 4, some students are involved in a fake, lead and shoot drill based on a practice activity that was presented on task cards in the previous lesson. The drill has been underway for a few minutes. The offensive team makes some good leads but the passing is slow and ineffective and their court positioning is poor. As a result the practice keeps breaking down. An informal interview with the students about their positioning on court during the activity reveals that, in their own words, we've got no idea what we're doing. They have positioned themselves that way because they perceive that is a requirement of the practice based on the task card from the previous lesson. Further questioning reveals that they understand concepts of leading into space and moving into positions that improve their shooting or passing options. It is obvious from their answers that they are aware of advantages of shooting from close to the basket. However, despite their appropriate answers, there is little improvement in performance on return to the practice." @default.
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• W16165277 title "Teaching Games for Understanding: A Situated Perspective on Student Learning." @default.
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