The Effects of Play Practice Instruction on the Badminton Content Knowledge of a Cohort of Chinese Physical Education Majors

2021 ◽  
pp. 1-9
Author(s):  
Peter A. Hastie ◽  
Wei Wang ◽  
Hairui Liu ◽  
Yaohui He
Keyword(s):  
Physical Education ◽  
Content Knowledge ◽  
Repeated Measures ◽  
Education Majors ◽  
Specialized Content Knowledge ◽  
Dependent Variables ◽  
Control Comparison ◽  
Physical Education Majors ◽  
Tactical Understanding ◽  
Game Performance

Purpose: The purpose of this study was to examine the effects of Play Practice instruction on the badminton content knowledge and skill of a cohort of Chinese physical education majors. Method: Seventy-two second-year students participated in semester-long courses following either the principles of Play Practice or skill-focused instruction. A control/comparison group experimental design with pre- and postmeasures was used in this study. Separate analyses of variance with repeated measures (Time × Group) were conducted to examine the effects of Play Practice and skill-focused instruction for each of four dependent variables: (a) forehand clear, (b) tactical understanding, (c) game performance, and (d) specialized content knowledge. Results: Students from both conditions made significant improvements in all four variables across the semester. However, students in the Play Practice condition showed significantly greater gains in tactical understanding, game performance, and specialized content knowledge. In particular, while 75% of students who experienced Play Practice reached the 3.0 benchmark score for adequate specialized content knowledge, only 8% of students in skill-focused instruction reached this standard.

scholarly journals The Impact of Play Practice on Chinese Physical Education Pre-Service Teachers Badminton Content Knowledge

2020 ◽  
Vol 22 (3) ◽  
pp. 17-23
Author(s):  
Hairui Liu ◽  
Wei Wang ◽  
Yaohui He ◽  
Peter Hastie
Keyword(s):  
Physical Education ◽  
Content Knowledge ◽  
Technical Skills ◽  
Assessment Instrument ◽  
Central China ◽  
Specialized Content Knowledge ◽  
Before And After ◽  
Tactical Understanding ◽  
The Impact ◽  
Game Performance

OBJECTIVES This study examined the development of Chinese pre-service physical education teachers’ technical skill, tactical understanding, game performance (common content knowledge - CCK), and specialized content knowledge (SCK) during a badminton course incorporating Play Practice instruction.METHODS Participants were 36 pre-service teachers (31 males, 5 females: age 21 ± 1.0) majoring in physical education at a university in central China. The students completed a 24 lesson course after a 16 weeks semester. A typical lesson (90 minutes) included a 10-minute warm-up, followed by instruction in two or three technical skills or tactics for 50-55 minutes. The final 25-minutes included the Play Practice aspect of the lesson - a specific game-based challenge to reinforce a technical or tactical aspect of badminton play. The challenge included the three typical pedagogies of Play Practice: focusing, shaping, and enhancing. The French clear test, tactical understanding in badminton, Game Performance Assessment Instrument (GPAI), and student-generated content maps were used to respectively monitor changes in technical skills, tactical understanding, game performance, and specialized content knowledge before and after the course. Parametric statistics were used to compare student outcomes.RESULTS Statistically significant differences were found on all measures from pre- to post-test, with all showing large effect sizes. In particular, over 75% of students achieved the benchmark depth of SCK following the course.CONCLUSIONS The inclusion of Play Practice within a sport instruction course can contribute to various elements that are needed to promote the CCK and SCK of pre-service physical education students.

Effect of Exposure to Prototypic Skill and Experience in Identification of Performance Error

1981 ◽  
Vol 52 (2) ◽  
pp. 667-670 ◽  
Author(s):  
Mary Ann Bayless
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Pearson Correlation ◽  
Education Majors ◽  
Type Number ◽  
Visual Mode ◽  
Treatment Type ◽  
Physical Education Majors ◽  
Performance Error

This study investigated the effect of type and length of exposure to a prototypic skill and experience in discriminating correct from incorrect performance on proficiency in detecting errors. Subjects were 24 physical education majors. Experimental groups received one or three exposures to prototypic skilled performances of the volleyball serve, spike, and block through either a visual or audio-visual mode. Practice in discrimination was provided through the use of skill checklists applied in the reciprocal style of teaching. Proficiency in detection of error was assessed by subjects' ability to recognize errors in performance by occurrence and identification. Data were analyzed in a 2 × 3 × 3 × 2 analysis with repeated measures on the last three factors to investigate the effects of treatment type, number of exposures, skill type, and practice. A Pearson correlation was computed to determine if a relationship existed between knowledge of performance and ability to detect error. Only the visual mode and one exposure to prototypic skilled presentations produced superior detection of error, although performance on the spike was inferior to that on serve and block. Practice in discriminating between correct and incorrect performance had a significant effect on all groups. The Pearson correlation between knowledge of performance and detection of error was –.71.

College Students’ Development of Badminton Skills and Tactical Competencies Following Play Practice

2020 ◽  
pp. 1-9
Author(s):  
Hairui Liu ◽  
Wei Wang ◽  
Chunhe Zhang ◽  
Peter A. Hastie
Keyword(s):  
United States ◽  
College Students ◽  
Experimental Design ◽  
Repeated Measures ◽  
Comparison Group ◽  
The United States ◽  
Transfer Effect ◽  
Dependent Variables ◽  
Control Comparison ◽  
Game Performance

Purpose: The purpose of this study was to examine the effects of Play Practice (PP) instruction on badminton performance in college students. Method: A total of 66 students from the United States and China participated in units following either the principles of PP or skill-focused instruction. A nonequivalent control/comparison group experimental design with premeasure and postmeasure was used in this study. Separate analyses of variance with repeated measures (Time × Group) were conducted to examine the effects of PP and skill-focused instruction for each of the four dependent variables: (a) forehand clear, (b) wall volley, (c) game performance, and (d) tactical understanding. Results: Both PP and skill-focused instruction conditions were effective in improving participants’ skills from pretest to posttest. However, PP was also effective in improving participants’ game performance. Conclusion: PP effectively developed both fundamental skills and tactical aspects of badminton without diminishing the transfer effect from practice to games.

Comparison of Learning Styles between Physical Education and Dance Majors

1984 ◽  
Vol 58 (2) ◽  
pp. 583-588 ◽  
Author(s):  
Dorothy B. Zakrajsek ◽  
Rebecca L. Johnson ◽  
Diane B. Walker
Keyword(s):  
Physical Education ◽  
Learning Styles ◽  
Learning Style ◽  
T Test ◽  
Education Majors ◽  
Learning Style Inventory ◽  
Physical Education Majors

Learning styles of dance and physical education majors were described and compared. Subjects were 167 declared majors in 1982 from 9 universities (87 PE, 80 dance; 44 males, 115 females). Kolb's Learning Style Inventory which measures abstractness or concreteness and activity or reflectivity was given. By t test (.05) no significant differences in preferred learning style were found between majors or genders.

A Primer on Content Knowledge in Physical Education Research

2020 ◽  
pp. 1-6
Author(s):  
Peter A. Hastie
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Physical Education ◽  
Preservice Teacher ◽  
Content Knowledge ◽  
Specialized Content Knowledge ◽  
Teacher Content Knowledge ◽  
Common Content ◽  
Key Terms

This paper presents a summary of the research on teacher (and preservice teacher) content knowledge within physical education teaching and teacher education. It is organized around the key terms that are predominant in the literature of this field, namely, content knowledge, common content knowledge, and specialized content knowledge. Each of the studies and their key findings are presented within tables. The result is a document that serves as a primer, allowing readers a good understanding of the vocabulary of the field, as well as knowledge of the topics that have been researched to date.

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