American Journal of Educational Science
Articles Information
American Journal of Educational Science, Vol.1, No.2, May 2015, Pub. Date: May 28, 2015
Promoting Students’ Metacognitive Behavior in Physical Education Through TGFU
Pages: 28-36 Views: 2820 Downloads: 2190
[01] Chatzipanteli A., University of Thessaly, Department of Physical Education and Sports Science, Trikala, Greece.
[02] Digelidis N., University of Thessaly, Department of Physical Education and Sports Science, Trikala, Greece.
[03] Karatzoglidis C., University of Thessaly, Department of Physical Education and Sports Science, Trikala, Greece.
[04] Dean R., University of Thessaly, Department of Physical Education and Sports Science, Trikala, Greece.
The aim of this study was to examine the effectiveness of the TGfU (Teaching Games for Understanding) model in promoting metacognitive activity in physical education classes. TGfU is a tactical-game approach to teaching games which utilises modified game forms (e.g., adapting equipment, playing areas, or rules) with the aim of reducing the demands of the game, and by implication, the complexity of learning. Seventy-one students aged 11 and 12 years old were divided into two groups: (i) an experimental group consisting of 29 students (13 boys and 16 girls) and (ii) a control group of 42 students (19 boys and 23 girls). An experimental intervention study in basketball was conducted with pre- and post-tests. Teachers in the intervention classes applied the tactical-game approach (TgfU), while within the control group the skill-based approach was applied. Metacognition was assessed pre and post-intervention using questionnaires, and through observation of problem-solving situations. Repeated measures analysis showed that there were statistically significant differences between groups. The results imply that the tactical-game approach is an effective way to improve metacognitive behavior in physical education classes.
Metacognitive Beahavior, Tactical-Game Approach, Basketball, Elementary School
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