Exploring students’ perceptions of video-guided debates in a game-based basketball setting

Abstract

Background: Digital video has been increasingly adopted as a pedagogical tool in physical education. One implementation is in teaching students' tactical understanding in games, in which it can promote students' perceptions and shared understanding in learning tactical situations within a game-based approach. Purpose: The central aim of this study was to explore how mutual agreement and accuracy of students' perceptions of tactical aspects of a basketball game situation and students' perceived learning outcomes are influenced by using a debate of ideas (DI) setting that is enriched with video footage from digital tagging the foregoing game play. Participants and setting: Two groups of secondary school students (N = 20, 11-13 years) judged the tactical appropriateness of 'shooting at the basket' in modified basketball games during three lessons. In-between two matches, a debate of ideas session was organized. One group of students introduced video-tagged video-clips into the debate, while the second group debated without video-clips. Students' mutual agreements in identifying and judging a shot on basket was assessed, as well as the accuracy of students' judgements of shots during the games. In addition, students' perceived learning outcomes were determined after each lesson. Findings: The results of the study revealed for both groups relatively low percentages of agreement among students with respect to identifying and judging a shot on basket. This shows that students perceived the situations that were debated differently. Similarly, both groups showed low accuracy in their judgements regarding the appropriateness of the shot. No group differences were revealed. However, students of the video-guided group had increased shared understanding regarding their perceived learning outcomes in comparison to students that debated without video. Conclusion: The debate of ideas in a pedagogical game-setting generated a variety of meanings about tactical situations among students, which were weakly dependent of the debate being enriched by digital video. Student-centered debates supplemented with video-clips can support teachers in promoting students' shared understanding of tactical learning objectives of games.

Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review

“…With the growth in graphic technologies, dynamic visualizations such as realistic videos [ 42 , 43 ] or decorational animations [ 44 , 45 ] have been extensively employed by Physical Education (PE) teachers or coaches when teaching tactical knowledge in team-ball sports. However, as mentioned above, learning from dynamic visualizations could be a challenging task, because such visual tools may impose substantial demands on the learner’s cognitive resources that are very limited in current knowledge [ 18 , 23 ].…”

A Novice Teacher as Facilitator of Learning During a Hybrid Sport Education/Step-Game Approach Volleyball Season

“…This study adopted an insider action-research (AR) design, where the teacher assumed the dual role of teacher-researcher (Koekoek et al, 2019). An insider-AR design reflects an epistemology capable of providing a privileged and deep viewpoint about the teaching-learning process (Coghlan, 2007), keeping pace with the dynamic and situated development of teaching and learning within studentcentered models (Farias et al, 2018).…”

Effects of Verbal Interactions between Students on Skill Development, Game Performance and Game Involvement in Soccer Learning

“…Questioning and debate of ideas are useful tools to develop decision training, and they are often used with other instructional tools (e.g., video-guided debates) [89]. In any case, decision training based on questioning and debate of ideas has proved to be useful for application in sport and teaching contexts.…”

“…Other studies need to be more aware of the social context and the concerns and needs of their students such as preferences for working with peers, attitudes to working in groups, friendships (see [101]). This knowledge can increase the productivity of social interactions during the cooperative discussion group [89]. Moreover, students do not learn while playing or repeating technical gestures.…”