Date of Award

1-24-2012

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

George Bieger, Ph.D.

Second Advisor

Valeri Helterbran, D.Ed.

Third Advisor

Keri Kulik, Ph.D.

Abstract

During one semester of an academic year, one physical education teacher taught two similar instructional territorial sport units to an intact seventh grade physical education class using a traditional instructional model called the multi-activity model. The same teacher also taught a different seventh grade intact class one of the same territorial sports for six weeks, but combined two contemporary instructional models (Sport Education model and Teaching Games for Understanding model) into a hybrid model for teaching that particular unit. The classes were filmed prior to any instruction, at the mid-point (the end of the first traditional unit), and at the end of the six weeks for subsequent observations using the Team Sport Assessment Procedure (TSAP) (Grehaigne, Godbout, & Boutier, 1997) to measure game performance outcomes of participants in both types of instructional models. Game performance (volume of play and efficiency index) was used as the primary indicator of student learning for this study (Grehaigne, et al., 1997; Mitchell, Griffin, & Oslin, 2008; Oslin, Mitchell, & Griffin, 1998). Results showed that participants' volume of play in the traditional group decreased from pre- to post-testing in the second three-week unit, t (1, 29) = -2.177, p

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