Technical and Tactical Classification of Games and Physical Activity

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Technical and Tactical Classification of Games and Physical Activity Objective The objective of this study is to analyze the technical and tactical principles of play for the major sport classification together with the different methods and instructional approaches. Introduction The work of Dyson, Griffin and Hastie (2004) entitled "Sport Education, Tactical Games and Cooperative Learning: Theoretical and Pedagogical Considerations" states that many educators hold the belief that "students rather than the teacher should be at the center of the teaching and learning process." (p.226) However, it is reported as well by Dyson, Griffin and Hastie that Sport Education (SE), Tactical Games (TG), and Cooperative Learning (CL) have pedagogical implications in learning for physical education which specifically "call for the teacher to serve as a facilitator of the learning within a student-centered environment. The teacher purposefully shifts responsibility to the student engaged in authentic, meaningful and learning tasks." (p.226) I. Sport Education versus Physical Education Situated learning theory is utilized in the work of Dyson, Griffin and Hastie as a frame "for exploring the potential of SE, TG, and CL as a valuable instructional model for physical education." (p. 227) Perkins (1999) is stated to have place emphasis on "three tenets of constructivism" as well as discussing situated learning theory in its application to SE, TG, and CL. (Dyson, Griffin and Hastie,
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