Learning Through Situated Game Play and Problem-Solving: Two Profiles of Fifth-Grade Students

• In Event: Situated Learning in Physical Education: Four Teaching Initiatives From Teaching Games for Understanding

Abstract

Overview
This paper presents two students’ profiles from a larger case study examining fifth-grade student’s cognitive processing during a 20-day Tactical Games Model unit (TGM) (Mitchell, Oslin & Griffin, 2006). Data suggest that young novices, both high and low skilled, develop sound tactical knowledge structures within situational game play in a problem-solving context. However, knowledge structures remained fragile and consistent with developmental stages of assimilation and accommodation (Piaget, 1972). Lengthy units and significant time spent in problem-solving game play contributed to the development of tactical awareness, decision-making, and response selection.
Theoretical Context
Cognitive research on game play suggests that experts plan ahead, are automatic, consistent, adaptable, perceptive, self-monitoring, fast, accurate, and knowledgeable. Novices are self-focused, pay attention to extraneous game conditions, and have few means of strategizing. Novices use limited action selections (typically single and unplanned) and passively assess game situations without reflection on their previous responses or their opponent’s (French & McPherson, 2004). The theoretical frame of information processing allows examination of novice students’ cognition in TGM. Information processing theory sheds light on individuals’ selection, use, storage, and interpretation of information (Starkes & Allard, 1993). Proponents of TGM argue that the model supports tactical knowledge development and decision-making (Oslin & Mitchell, 2006).
Methodology
One experienced physical educator was first trained in TGM and then implemented a 20-day net/wall sampling unit. Sixteen students were purposefully selected to provide verbal recall statements regarding their play throughout the unit; two profiles will be presented – one higher skilled and one lower skilled 5th grader. Pre- post- unit game play scenarios quizzes were conducted, as well as focus group interviews. All lessons were video and audio-recorded and descriptive field notes were taken daily.
Analysis
Audio-recorded data were transcribed. All data were coded using action, condition, goal protocol (McPherson and Thomas, 1989) and additionally open coded for descriptive use, to examine model fidelity and to identify emergent themes using grounded theory.

Findings
Findings suggest that novices benefit from participation in situated game play, which provides opportunities to collaborate and make inquiries about their play. The two profiles demonstrate the fragility of the young novice and the importance of the opportunities offered by TGM. The high and low skilled student waxed and waned within sound and unsound solutions, as tactical awareness and response selections developed. Sound knowledge structures were planned, process related, included if-then type statements, and consisted of action, condition, and goal statements. Unsound knowledge structures were more reactive in nature, lacked if-then type processing, or were inaccurate.
Significance
Teachers must be cognizant and intentional in the various game forms and designs used to help students build a knowledge base that allows deeper knowledge structures to form. Practice tasks, in the form of modified games, situated practices, and question/answer segments that are appropriately facilitated by the teacher, aid the development of appropriate and more sophisticated action plans, awareness of diverse game conditions that inform game play, and support action related goal structures.

Author

• Heidi Renee Bohler, Westfield State University