TGfU SIG 40th Anniversary Conference- Arias-Estero & Morales-Belando

Описание: TGfU SIG 40th Anniversary Conference:

Differences between Performance and Learning after a Teaching Games for Understanding Unit in Elementary Physical Education

Authors: José L. Arias-Estero [1] & María T. Morales-Belando [2]

[1] Departamento de Expresión Plástica, Musical y Dinámica. Facultad de Educación. Universidad de Murcia
[2] Facultad de Deporte. UCAM Universidad Católica de Murcia

Abstract:
Teaching Games for Understanding (TGfU) interventions studies have shown the positive association with game performance, knowledge, and psychological variables, normally, after an immediate assessment of such variables (Morales-Belando et al., in press). However, several current theoretical perspectives make the crucial distinction between short-term performance and long-term learning (Soderstrom & Bjork, 2015). Whereas performance refers to the temporary fluctuations in game behaviour or knowledge assessed immediately after instruction, learning reflects the permanent changes in game behaviour or knowledge that support retention and transfer. The purpose of the study was to explore whether there were differences between outcomes (decision-making and skill execution) measured as short-term performance and long-term learning after a TGfU intervention. Participants were 20 students in their fourth year of Elementary Physical Education (12 boys and 8 girls; M = 9.73, SD = .66 years old). The design was pre-test and post-test with a re-test. A TGfU floorball intervention of eight lessons was enacted between pre- and post-tests. The retention test took place after six weeks during which students continued attending their normal Physical Education lessons of typical childhood games. Decision-making (appropriate [ADM] and inappropriate [IDM]), and skill execution (efficient [ESE] and inefficient [ISE]) were collected from 5-minute floorball games, which were filmed and observed using the Game Performance Assessment Instrument. From pre-test to post-test, there was only an increase in ESE (F = 24.24, p = .000). However, from pre-test to re-test, there were increases in ADM (F = 7.23, p = .001) and IDM (F = 4.52, p = .011). In addition, from post-test to re-test, results showed increases in ADM (F = 7.23, p = .001) and ISE (F = 8.72, p = .000). In conclusion, in accordance with current theoretical perspectives, there were differences between short-term performance and long-term learning. Although the participants improved their performance in skill execution immediately after the intervention, they did worse in long-term learning. Besides, their long-term learning in decision-making was impacted because there were higher scores in ADM and IDM. Practitioners and further studies should consider this distinction between performance and learning when analysing participants’ outcomes after a TGfU intervention.

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