Throwing and catching as relational skills in game play: situated learning in a modified game unit

摘要

In this article, we were interested in how young people learn to play games within\uda tactical games model (TGM) approach (Griffin, Oslin, & Mitchell, 1997) in\udterms of the physical-perceptual and social-interactive dimensions of situativity.\udKirk and MacPhail’s (2002) development of the Bunker-Thorpe TGfU model was\udused to conceptualize the nature of situated learning in the context of learning to\udplay an invasion game as part of a school physical education program. An entire\udclass of 29 Year-5 students (ages 9–10 years) participated in a 12-lesson unit on\udan invasion game, involving two 40-min lessons per week for 6 weeks. Written\udnarrative descriptions of videotaped game play formed the primary data source for\udthe principal analysis of learning progression. We examined the physical-perceptual\udand social-interactive dimensions of situated learning (Kirk, Brooker, & Braiuka,\ud2000) to explore the complex ways that students learn skills. Findings demonstrate\udthat for players who are in the early stages of learning a ball game, two elementary,\udor fundamental, skills of invasion game play—throwing and catching a ball—are\udcomplex, relational, and interdependent.