Throwing and Catching as Relational Skills in Game Play: Situated Learning in a Modified Game Unit

• DOI: 10.1123/jtpe.27.1.100
• Publication Date: 2016-08-10T12:41:54Z
• Authors: Ann MacPhail; David Kirk; Linda Griffin
• Keywords: Situated learning; Physical Education

In this article, we were interested in how young people learn to play games within a tactical model (TGM) approach (Griffin, Oslin, & Mitchell, 1997) terms of the physical-perceptual and social-interactive dimensions situativity. Kirk MacPhail’s (2002) development Bunker-Thorpe TGfU was used conceptualize nature situated learning context an invasion game as part school physical education program. An entire class 29 Year-5 students (ages 9–10 years) participated 12-lesson unit on game, involving two 40-min lessons per week for 6 weeks. Written narrative descriptions videotaped formed primary data source principal analysis progression. We examined (Kirk, Brooker, Braiuka, 2000) explore complex ways that skills. Findings demonstrate players who are early stages ball elementary, or fundamental, skills play—throwing catching ball—are complex, relational, interdependent.