Comparison of Three Instructional Approaches to Enhance Tactical Knowledge in Volleyball among University Students
Saved in:
| Title: | Comparison of Three Instructional Approaches to Enhance Tactical Knowledge in Volleyball among University Students |
|---|---|
| Language: | English |
| Authors: | Vande Broek, Gert, Boen, Filip, Claessens, Manu, Feys, Jos, Ceux, Tanja |
| Source: | Journal of Teaching in Physical Education. Oct 2011 30(4):375-392. |
| Availability: | Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Middle Schools Secondary Education |
| Descriptors: | Team Sports, Decision Making, Teaching Methods, Comparative Analysis, College Students, Higher Education, Pretests Posttests, Elementary School Students, Secondary School Students, Formative Evaluation, Cues, Student Centered Curriculum, Physical Education, Foreign Countries, Scores, Intervention, Interrater Reliability, Effect Size, Feedback (Response) |
| Geographic Terms: | Belgium |
| ISSN: | 0273-5024 |
| Abstract: | This study investigated the decision-making process of three instructional groups (i.e., teacher-centered, student-centered with tactical questioning and student-centered without tactical questioning) in practical courses in volleyball among university students. All students (N = 122) performed a Tactical Awareness task on the correctness of the decision-making process at three testing phases (i.e., pretest, posttest and retention test). The results revealed that the tactical awareness of all students ameliorated after five lessons (posttest) and this effect persisted over time after six weeks (retention test). However, the tactical knowledge of the student-centered instructional group with tactical questioning improved significantly more than the two other instructional groups. These findings highlight the importance of a student-centered approach with an active involvement of students in evaluative skills to enhance the tactical decision-making process. (Contains 1 table and 3 figures.) |
| Abstractor: | As Provided |
| Number of References: | 42 |
| Entry Date: | 2012 |
| Access URL: | https://journals.humankinetics.com/jtpe-back-issues/jtpe-volume-30-issue-4-october/comparison-of-three-instructional-approaches-to-enhance-tactical-knowledge-in-volleyball-among-university-students |
| Accession Number: | EJ959433 |
| Database: | ERIC |
| Abstract: | This study investigated the decision-making process of three instructional groups (i.e., teacher-centered, student-centered with tactical questioning and student-centered without tactical questioning) in practical courses in volleyball among university students. All students (N = 122) performed a Tactical Awareness task on the correctness of the decision-making process at three testing phases (i.e., pretest, posttest and retention test). The results revealed that the tactical awareness of all students ameliorated after five lessons (posttest) and this effect persisted over time after six weeks (retention test). However, the tactical knowledge of the student-centered instructional group with tactical questioning improved significantly more than the two other instructional groups. These findings highlight the importance of a student-centered approach with an active involvement of students in evaluative skills to enhance the tactical decision-making process. (Contains 1 table and 3 figures.) |
|---|---|
| ISSN: | 0273-5024 |
