Publication: Oyun senaryolarıyla durumsal öğretim modeli ve teknik odaklı öğretimin ortaokul öğrencilerinin futbol taktik bilgisi, teknikleri ve oyun performansı üzerine etkisinin karşılaştırılması
Abstract
Bu çalışmanın amacı Oyun Senaryolarıyla Durumsal Öğretim Modelinin 18 derslik futbol ünitesinde ortaokul altıncı sınıf öğrencilerinin taktik bilgisi, teknik ve oyun performansına etkisini incelemektir. Araştırma yarı deneme araştırma modellerinden eşitlenmemiş kontrol gruplu modele uygun yürütülmüştür. Katılımcılar yansız bir şekilde uygun çalışma grubuna (Oyun Senaryolarıyla Durumsal Öğretim Modeli) ve karşılaştırma grubuna atanmıştır (Teknik Odaklı Öğretim). Çalışma grubunda 34, karşılaştırma grubunda 43 olmak üzere toplam 77 öğrenci çalışmaya katılmıştır. Beş hafta süren çalışmada öğrencilerin taktik bilgisi, futbol pas-kontrol, top sürme, şut teknikleri ve oyun performansı ön test ve son test verileri toplanarak analiz edilmiştir. Elde edilen verilerin analizi için tanımlayıcı ve tekrarlayan ölçümlerde 2 (grup) x 2 (cinsiyet) x 3 (beceri düzeyleri) faktöriyel ANOVA analizleri kullanılmıştır. Analizler sonucunda Oyun Senaryolarıyla Durumsal Öğretim Modeli ile işlenen futbol ünitesi Teknik Odaklı Öğretim ile karşılaştırıldığında pas-kontrol, top sürme ve şut tekniklerinde benzer performans gelişimi sağlarken öğrencilerin taktik bilgisi ve oyun performansında daha etkili gelişim sağladığını göstermiştir.
The aim of this study is to examine the effect of the Situated Game Teaching Through Set Plays on the tactical knowledge, technique and game performance of sixth grade middle school students in an 18-lesson football unit. The study was conducted in accordance with the unequalized control group model, one of the quasi-experimental research models. Participants were randomly assigned to the appropriate study group (Situated Game Teaching Through Set Plays) and comparison group (A Technique-Focused Approach). A total of 77 students, 34 in the study group and 43 in the comparison group, participated in the study. In the five-week study, students' tactical knowledge, football passing-control, dribbling, shooting techniques and game performance pre-test and post-test data were collected and analyzed. Descriptive and repeated measures 2 (group) x 2 (gender) x 3 (skill levels) factorial ANOVA analyses were used to analyze the data obtained. As a result of the analyses, it was shown that the football unit taught with the Situated Game Teaching Through Set Plays provided similar performance development in passing-control, dribbling and shooting techniques compared to A Technique-Focused Approach, but provided more effective development in students' tactical knowledge and game performance.
The aim of this study is to examine the effect of the Situated Game Teaching Through Set Plays on the tactical knowledge, technique and game performance of sixth grade middle school students in an 18-lesson football unit. The study was conducted in accordance with the unequalized control group model, one of the quasi-experimental research models. Participants were randomly assigned to the appropriate study group (Situated Game Teaching Through Set Plays) and comparison group (A Technique-Focused Approach). A total of 77 students, 34 in the study group and 43 in the comparison group, participated in the study. In the five-week study, students' tactical knowledge, football passing-control, dribbling, shooting techniques and game performance pre-test and post-test data were collected and analyzed. Descriptive and repeated measures 2 (group) x 2 (gender) x 3 (skill levels) factorial ANOVA analyses were used to analyze the data obtained. As a result of the analyses, it was shown that the football unit taught with the Situated Game Teaching Through Set Plays provided similar performance development in passing-control, dribbling and shooting techniques compared to A Technique-Focused Approach, but provided more effective development in students' tactical knowledge and game performance.