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A CONSTRUCTIVIST APPROACH IN BASKETBALL GAME PLAY LEARNING OF FIFTH GRADE STUDENTS
debate of idea
video-based game play test
The purpose of this study was to explore how fifth grade students learning basketball game play within a constructivist approach. Three main aspects focused on (1) students game play performances, (2) discursive practices developed through debate of idea set-up (DIS), and (3) video-based game play interpretation test. Two classes of students were invited, that were selected by teacher, to participate in a 12 hours basketball learning program. The Experimental Group (class one, girls, n=17; boys, n=15) was taught with a constrctivist approach, while the Control Group (class two, girls, n=16; boys, n=16) was provided with a technique centered approach. The practice lessons were scrutinized by the researchers with a check list. In terms of method, a 4×4 small sided basketball game play and the video based basketball game play test were assessed by pre/post test. Moreover, game play observation and the DIS group interviews were video taped during the basketball learning cycle. Game play performance, DIS group interviews, and video based game play test data were coded from the videotapes and transcribed into transcripts. The game play performance transcript was analyzed by systematic observation while DIS and video-based test transcripts were conducted through discourse analysis. Independent and dependent t-tests were used to test statistical significant differences for two groups concerning the game play performance. Independent and dependent χ² tests were conducted in order to test the statistical significant differences between EG and CG relating to the video based game play interpretation categories. The findings of this study were as follows: 1.Basketball game play learning in a constructivist approach involves a complex system where several resources are useful: student technical, interpretative, decisional, linguistic and social interaction capabilities. 2.The evolution of the force ratio during the game play all along the learning cycle is beneficial to the team organization and tactical decision making. 3.The relationship between speech and act favors, under certain conditions, the basketball learning. It may be considered as a dialectical integrated part of the PE class learning. 4.The problem-solving activity extracted from the body movement experience can determine the student reflective attitude, and finally to the development of his/her creativity.
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