Can the Games Solve the Problems?
LANGUAGE NOTE | Document text in English; abstract also in Chinese.
This study examined the effect of the application of games on students' interest and learning in volleyball lessons. Two experienced secondary physical education teachers involved in the Secondary Teaching Evaluation and Mentoring Project (STEM) were purposely invited to take part in the study. They were trained with the skills and knowledge of mentorship as well as the application of variation theory in designing lessons for learning. The study was premised on a conceptual framework of variation theory and employed an action research methodology. The study lessons were taught in three cycles by the two teachers to three S. 2 classes of students in their own schools. Games were specially adopted to address the students’ interest and learning in the lessons. Pre and post conferences were arranged for reviewing and improving the effectiveness of the lessons. Questionnaire and a volleyball skill test were developed to evaluate the student perception and learning in the lessons. The results revealed that there was an increase in the number of students showing interest in participating in volleyball lessons as well as the students had improved significantly in the application of volley pass skill. Findings of the present study hold implications of the instructional practice for physical educators.
How to Cite
Copyright (c) 2008 Asian Journal of Physical Education & Recreation
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The CC BY-NC 4.0 license permits use, distribution and reproduction in any medium, provided the original work is properly cited and not used for commercial purposes. Copyright on any article is retained by the author(s) and the publisher(s).