Oyun Senaryolarıyla Durumsal Öğretim: Beden Eğitimi Derslerinde Spor Öğretimi için Yenilikçi Bir Model

Year 2019, Volume: 11 Issue: 1, 22 - 36, 01.03.2019

Fatih Dervent Erhan Devrilmez Xiuye Xie Weidong Li

https://doi.org/10.30655/besad.2019.13

Cited By: 1

Abstract

Kaliteli beden eğitimi programlarının yapı taşlarını tanımlamaya çalışan kuruluşlardan biri olan Birleşmiş Milletler Eğitim, Bilim ve Kültür Kurumu United Nations Educational, Scientific, Cultural Organization [UNESCO] fiziksel aktivite ve sporun aktif ve sağlıklı yaşam için ihtiyaç duyulan devinişsel, bilişsel, sosyal ve duygusal becerilerin edinilmesinin temelini oluşturduğunu belirtmektedir UNESCO, 2015 . Uluslararası Yükseköğretimde Beden Eğitimi Birliği International Association for Physical Education in Higher Education [AIESEP] , beden eğitimi öğretmen yetiştirme programları üzerine yayınladığı durum değerlendirme raporunda, beden eğitimi dersinin odağında çocuk ve gençleri aktif yaşam tarzına yönlendiren, onların duygusal, sosyal ve fiziksel sağlıklarını destekleyen fiziksel aktivite ve sporun olması gerektiğinin altını çizmektedir AIESEP, 2014 . Sporun beden eğitimi program içeriklerine dahil edilmesinin önemi, Amerika Sağlık ve Beden Eğitimciler Topluluğunca Society of Health and Physical Educators America [SHAPE America], 2014 okul öncesinden 12. sınıfa kadar her bir sınıf düzeyi için belirlenen öğrenme çıktıları ve beden eğitimi ders programı standartlarında, yine aynı şekilde Uluslararası Bakaloryanın International Baccalaureate, 2014 sağlık ve beden eğitimi program yeterliliklerinde vurgulanmaktadır. Türkiye’de spor dalları beden eğitimi derslerinde yeterince öğretiliyor olsa da spora özgü becerilerin öğretimi çoğunlukla

Keywords

​Spor, pedagojik model, durumsal öğrenme, oyun senaryoları

Situated Game Teaching Through Setplays: An Innovative Model to Teach Sports in Physical Education

Abstract

Physical education teachers are expected to have sport specific content knowledge and know pedagogical models in order to teach sports and games in physical education lessons in authentic settings. Even though sports in physical education lessons are taught sufficiently, teaching sport specific skills mostly depends on traditional or techniques-focused teaching methods. The purpose of this study was to explain components, qualities and pedagogical steps of an innovative pedagogical model, Situated Game Teaching through Set Plays, which uses situated game scenarios reflecting real match situations, and discussing its appropriateness for physical education and sport curriculum in Turkey. The aim of this model is to improve students’ game competencies through situated game scenarios and support them to enjoy a lifelong physical activity for a healthy life. Students who are mentally engaged to analyze the cues and relations among game parameters can improve reflective thinking, decision making and problem-solving competencies to select appropriate techniques, strategies and tactics. Future research should focus on analyzing the effectiveness of the model on technique development, tactical decision making, and motivation of students.

Keywords

Sports, pedagogical model, situated learning, game scenarios

References

• Akpınar, B. & Aydın, K. (2007). Change in education and teachers’ perceptions of change. Education and Science, 32(144), 71-80.
• Anderson, J. R., Lynne, M. R. & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.
• Ayvazo, S. (2007). Exploring the pedagogical content knowledge of effective teachers in physical education. Unpublished Doctoral Dissertation. The Ohio State University, Columbus, OH, USA.
• Bereiter, C. (1990). Aspects of an educational learning theory. Review of Educational Research, 60, 603–624. doi: 10.3102/00346543060004603
• Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of physical education, 18(1), 5-8.
• Charlesworth, R. (1993). Discussion topic- Designer games. Hockey Australia NCAS Course, Canberra, December.
• Greeno, J. G., Smith, D. R., & Moore, J. L (1992): Transfer of Situated Learning. D. Detterman & R. I. Stemberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction, 99-167.
• Harvey, S. & Van Der Mars, H. (2010). Teaching and assessing racquet games using play practice. Journal of Physical Education, Recreation & Dance, 81(4), 26-54.
• Harvey, S., Pill, S., & Almond, L. (2018). Old wine in new bottles: A response to claim that teaching games for understanding was not developed as a theoretically based pedagogical framework. Physical Education and Sport Pedagogy, 23, 166–180. doi: 10.1080/ 17408989.2017.1359526
• Hastie, P., & Mesquita, I. (2016). Sport-based physical education. Routledge handbook of physical education pedagogies. London, UK: Routledge.
• Hunuk, D., Ince, M. L., & Tannehill, D. (2013). Developing teachers’ health-related fitness knowledge through a community of practice: Impact on student learning. European Physical Education Review, 19(1), 3-20.
• International Association for Physical Education in Higher Education [AIESEP] (2014). Position statement on physical education teacher education. Retrieved from http://aiesep.org/wp-content/ uploads/2014/11/2014-AIESEP-Position-Statement-on-Physical-Education-Teacher-Educ ation.pdf on January 2, 2019.
• Ince, M.L. & Hunuk, D. (2010). Experienced physical education teachers’ use and perceptions of teaching styles during educational reform period. Education and Science, 35(157), 128-139.
• Kirk, D., Brooker, R. & Braiuka, S. (2000). Teaching games for understanding: A situated perspective on student learning. Annual Meeting of the American Educational Research Association, New Orleans, LA.
• Kirk, D. & Kinchin, G. (2003). Situated learning as a theoretical framework for sport education. European Physical Education Review, 9, 221–235. doi: 10.1177/1356336X030093002
• Kirk, D. & Macdonald, D. (1998). Situated learning in physical education. Journal of Teaching in Physical Education, 17, 376–387. doi: 10. 1123/jtpe.17.3.376
• Kirk, D. & MacPhail, A. (2002). Teaching games for understanding and situated learning: Rethinking the Bunker-Thorpe model. Journal of Teaching in Physical Education, 21, 177–192. doi: 10.1123/jtpe.21.2.177
• Launder, A. & Piltz, W. (2013). Play practice: Engaging and developing skilled players from beginner to elite. Champaign, IL: Human Kinetics.
• Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
• Li, W., Dervent, F., & Xie, X. (2018). Soccer Techniques and Tactics for Third-through Eighth-grade Students in Physical Education. Journal of Physical Education, Recreation & Dance, 89(8), 23-28.
• Li, W., Xie, X & Li, H. (2018). Situated game teaching through set plays: A curricular model to teaching sports in physical education. Journal of Teaching in Physical Education, 37, 352-363. doi: 10.1123/jtpe.2018-0001
• MacPhail, D., Kirk, D., & Griffin, L. (2008). Throwing and catching as relational skills in game play: Situated learning in a modified game unit. Journal of Teaching in Physical Education, 27, 100–115. doi: 10.1123/jtpe.27.1.100
• McLennan, N. & Thompson, J. (2015). Quality Physical Education (QPE): Guidelines for Policy Makers. UNESCO Publishing.
• McPherson, S. (1999). Expert-novice differences in performance skills and problem representations of youth and adults during tennis competition. Research Quarterly for Exercise and Sport, 70, 233–251. doi: 10.1080/02701367.1999.10608043
• McPherson, S. (2000). Expert-novice differences in planning strategies during collegiate singles tennis competition. Journal of Sport and Exercise Psychology, 22, 39–62. doi: 10.1123/jsep.22.1.39.
• Metzler, W. M. (2011). Instructional models for physical education. New York, NY: Routledge
• Milli Eğitim Bakanlığı (MEB), (2018). 5-8. sınıflar beden eğitimi ve spor dersi öğretim programı. Ankara: Devlet Kitapları Müdürlüğü.
• Mitchell, S., Oslin, J., & Griffin, L. (2013). Teaching sport concepts and skills: A tactical games approach for ages 7 to 18. Champaign, IL: Human Kinetics.
• Renshaw, I., Davids, K. & Savelsbergh, G. (2010). Motor learning in practice: A constraints-led approach. London, UK: Routledge.
• Rink, J. (1996). Effective instruction in physical education. Student learning in physical education: Applying research to enhance instruction, 171-198.
• Rovegno, I. (1995). Theoretical perspectives on knowledge and learning and a student teacher’s pedagogical content knowledge of dividing and sequencing subject matter. Journal of Teaching in Physical Education, 14(3), 284-304.
• Rovegno, I. (2006). Situated perspectives on learning. In D. Kirk, D. Macdonald, & M. O’sullivan (Eds.), The handbook of physical education (pp. 262–274). London, UK: Sage.
• Rovegno, I., Nevett, M., Brock, S., & Babiarz, M. (2001). Chapter 7: Teaching and learning basic invasion-game tactics in 4th grade: A descriptive study from situated and constraints theoretical perspectives. Journal of Teaching in Physical Education, 20(4), 370-388.
• Siedentop, D. (1994). Sport education: Quality PE through positive sport experiences. Human Kinetics Publishers.
• Siedentop, D., Hastie, P. A., & Van der Mars, H. (2011). Complete guide to sport education. Human Kinetics.
• Society of Health and Physical Educators America, (SHAPE) (2014). National standards & grade-level outcomes for k–12 physical education. Reston, VA: Human Kinetics.
• United Nations Educational, Scientific, and Cultural Organization (UNESCO), (2015). Quality physical education: guidelines for policy makers. Paris: Author.
• Ward, P. (2009) Content matters: Knowledge that alters teaching. Historic traditions and future directions of research on teaching and teacher education in physical education. In L.
• Housner, M. Metzler, P. Schempp and T. Templin. (pp. 345-356) Morgantown WV. Fitness Information Technology.
• Ward, P. & Ayvazo, S. (2016). Pedagogical Content Knowledge: Conceptions and findings in physical education. Journal of Teaching in Physical Education, 35(3), 194-207. Doi: 10.1123/jtpe.2016-0037
• Ward, P., Piltz, W. & Lehwald, H. (2018). Unpacking games teaching: What do teachers need to know? Journal of Physical Education, Recreation & Dance, 89(4), 39-44.
• Xie, X. (2018). Effects of situated game teaching through set plays on secondary students’ tactical knowledge and situational interest in physical education. Unpublished doctoral dissertation. The Ohio State University, Columbus, OH, USA.