Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations

By Benedict Dyson, L. Griffin, P. Hastie. 2004

360 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5c5775720dea48fd7dbbe261227862cda29b36f9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Physical Therapy, Sports Therapy and Rehabilitation

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education (2014, methodology): “The enduring impact of using the Cooperative Learning Model and flip cameras This on-going story of my teaching demonstrates the positive effect my change in pedagogy had on the girls’ engagement and learning beyond this study.”
The Effects of a Cooperative Physical Education Program on Students’ Social Skills (2009, methodology): “Regarding the curricular approach, the last four sessions were structured based on the sport education model (Siedentop, 1994), a physical education model that has many common elements with the curricular approach as noted by Dyson, Griffin, and Hastie (2004).”
The Ecology of Cooperative Learning in Elementary Physical Education Classes (2010, positive): “The nature of CL allowed social interaction to assist with the completion of curricular goals rather than impeding student learning, similar to Hastie’s research on Sport Education and Adventure Education (Carlson & Hastie, 1997; Hastie, 1995, 2000). Throughout the lessons the teacher consistently u”
Learning a new method: Teaching Games for Understanding in the coaches’ eyes (2010, background): “TGfU is important as a vehicle for changing practice because it is a model of teaching that requires the learner to be at the centre of the learning process, repositioning the role of the coach to one of a facilitator (Dyson, Griffin, and Hastie 2004 ), thus challenging traditional coaching practic”
The impact of a hybrid Sport Education–Invasion Games Competence Model soccer unit on students’ decision making, skill execution and overall game performance (2012, background): “Consequently, research has been putting forward the interest for hybrid models that could benefit from the coalition of those models calling for the teacher to serve as a facilitator of the learning within a student-centered environment (Dyson et al., 2004).”
Sport Education: physical education for the new millennium? (2005, background): “Issues addressed within this literature base include pedagogical strategies for use with the curriculum (e.g. Bechtel et al., 2001; Kinchin, 2001b; Mohr et al., 2001, 2002; Dyson et al., 2004), assessment (Taggart, Browne & Alexander, 1995) and the models’ applicability to different activity areas (”
Cooperative learning and dyadic interactions: two modes of knowledge construction in socio-constructivist settings for team-sport teaching (2015, background): “Dyson, Griffin, and Hastie (2004) analyzed relations between different pedagogical methods.”
Adopting a models-based approach to teaching physical education (2018, background): “Other studies have considered connections between a few models (Dyson, Griffin, and Hastie 2004; Kirk 2013; Quay and Peters 2008) but none have empirically explored the use of multiple models across a curriculum (Casey 2016).”
The implementation of models-based practice in physical education through action research (2009, background): “This constantly evolving process, in which pupils begin to assume the role of active learner, is one of the most time-consuming elements of using a new pedagogical approach (Dyson et al., 2004).”
“I’m a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centered Physical Education Models (2015, background): “(Dyson et al., 2004, p. 235) The work of Metzler (2000, 2005, 2011) also highlighted strong alignment between facilitation and Mosston’s (1966) discussions around indirect teaching behavior.”
Action research in physical education: focusing beyond myself through cooperative learning (2009, background): “Group processing is the time allocated to discuss in a reflective dialogue how well the group members achieved their goals and maintained effective working relationships (Dyson 2002 ; Dyson, Griffin, and Hastie 2004 ; Gillies 2006 ; Johnson and Johnson 1991 ).”