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    Mediating peer teaching for learning games: an action research intervention across three consecutive sport education seasons

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    Authors
    Farias, Cláudio
    Mesquita, Isabel
    Hastie, Peter A.
    O’Donovan, Toni
    Affiliation
    University of Porto
    University of Bedfordshire
    Auburn University
    Issue Date
    2017-12-08
    Subjects
    instructional strategies
    transfer of knowledge
    student-coaches’ preparation
    tactical development
    X900 Others in Education
    
    Metadata
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    Abstract
    Purpose: The purpose of this study was to provide an integrated analysis of a teacher’s peer-teaching mediation strategies, the student-coaches’ instruction, and the students’ gameplay development across 3 consecutive seasons of sport education. Method: Twenty-six 7th-grade students participated in 3 consecutive sport education seasons of invasion games (basketball, handball, and soccer). The research involved 3 action research cycles, 1 per season, and each cycle included the processes of planning, acting and monitoring, reflecting, and fact finding. Data collection consisted of videotape and audiotape records of all 47 lessons, a reflective field diary kept by the first author in the role of teacher-researcher, and a total of 24 semistructured focus-group interviews. Trustworthiness criteria for assuring the quality of qualitative research included extensive data triangulation, stakeholders’ crosschecking, and collaborative interpretational analysis. Results: Through the application of systematic preparation strategies, student-coaches were able to successfully conduct team instruction that resulted in students’ tactical development and improved performance. Aspects such as the study of predominant configurations of players’ gameplay and similar tactical principles across games within the same category prevented a setback in the complexity of the learning content addressed at the beginning of each season. Players also showed an increasing ability to adapt gameplay to game conditions. Conclusions: While sport education has the capacity to develop competent players, different levels of teacher guidance and learners’ instructional responsibility are necessary when teaching tactics.
    Citation
    Farias C, Mesquita I, Hastie P, O’Donovan T (2018) 'Mediating peer teaching for learning games: an action research intervention across three consecutive sport education seasons', Research Quarterly for Exercise and Sport, 89 (1), pp.91-102.
    Publisher
    Routledge
    Journal
    Research Quarterly for Exercise and Sport
    URI
    http://hdl.handle.net/10547/623835
    DOI
    10.1080/02701367.2017.1402114
    PubMed ID
    29220620
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/02701367.2017.1402114
    Type
    Article
    Language
    en
    ISSN
    0270-1367
    ae974a485f413a2113503eed53cd6c53
    10.1080/02701367.2017.1402114
    Scopus Count
    Collections
    Sport and physical activity

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