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Effect of the Sport Education Tactical Model on Coeducational and Single Gender Game Performance

Tony Pritchard, Starla McCollum, Jacqueline Sundal, Gavin Colquit

Abstract


Physical education teachers are faced with a decision when teaching physical activities in schools. What type of instructional model should be used, and should classes be coeducational or single gender? The current study had two purposes. The first purpose investigated the effectiveness of the sport education tactical model (SETM) during game play in middle school physical education. The second purpose investigated game performance of male and female students in coeducational and single gender physical education classes. The SETM combined the characteristics of the sport education model and the tactical games model (Pritchard & McCollum, 2009). Two sixth grade periods and two seventh grade periods were selected to be either coeducational or single gender during a basketball season. Pre- and posttests consisted of 15-min, three-versus-three basketball games that were videotaped. Participants participated in an 18-day basketball unit using the SETM. Game performance was measured using the game performance assessment instrument (Oslin, Mitchell, & Griffin, 1998). Results revealed a significant difference in game performance for time (i.e., pretest to posttest scores) using the SETM. Results also revealed that females in a single gender class had significantly more game involvement than females in a coeducational class. Researchers concluded that game performance for males and females in a coeducational physical education class was the same for males and females in a single gender class using the SETM.

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