Teaching strategy for correcting naive conceptions regarding overhand volleyball pass skills among seventh grade PE students
Autor: | Yoshinori Okade, Riki Sukou, Kenji Yomoda, Tomoko Ogiwara |
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Rok vydání: | 2014 |
Předmět: | |
Zdroj: | Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences). 59:639-652 |
ISSN: | 1881-7718 0484-6710 |
DOI: | 10.5432/jjpehss.13042 |
Popis: | In this study, the possibility to change naive conception on a volleyball overhand pass skill and its impact on improving performance were examined. To achieve this aim, a peer teaching model was introduced in the unit. Peer teaching involves students teaching each other based on the class content set by the teacher. The participants were 43 seventh grade students who took part in a 10-hour PE volleyball unit. Each participant completed the Naive Conception Questionnaire to rate the degree of importance of various movements (DIM) in the overhand pass and to identify technical problems in skill performance (TPI). The questionnaire was administered pre- and post-unit, and the students’ own performance was also filmed at those times. Furthermore, the control group for this study was the baseline class (n=38), which included data collected previously. The performance of the students allowed for a comparison of the DIM and TPI between the control group and the intervention class. The results showed that; 1) DIM scores increased significantly in the post-unit with the intervention classes. DIM No.4 [Bringing the ball down to the forehead] scores increased significantly in the post-unit as students were not able to execute this skill prior. TPI scores also increased significantly in the post-unit on the intervention classes. Students’ performance increased significantly in the post-unit, but P [Interaction - elbows & knees] and P [Bringing the ball down] yielded no change with a success rate of about 50%. 2) The DIM scores increased in the baseline and intervention classes. Additionally, it was noted that the TPI and performance scores increased significantly with the intervention class when compared with the baseline class. These results suggest that peer teaching is an effective strategy for improving both cognition and performance of a volleyball overhand pass skill. In this study, the possibility to change naive conception on a volleyball overhand pass skill and its impact on improving performance were examined. To achieve this aim, a peer teaching model (Meztler, 2000) was introduced in the unit. Peer teaching involves students teaching each other based on the class content set by the teacher. |
Databáze: | OpenAIRE |
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