Academic journal article Research Quarterly for Exercise and Sport

Situational Interest during a Middle School Tactical Games Model Water Polo Unit

Academic journal article Research Quarterly for Exercise and Sport

Situational Interest during a Middle School Tactical Games Model Water Polo Unit

Article excerpt

The learning situations created by the Tactical Games Model (TGM) hold great promise in influencing student motivation. Situational interest is a type of motivation related to person-activity interactions (Chen, Darst, & Pangrazzi, 1999). The TGM sequence (Game 1-Q & A-Situated Practice-Game 2) offers a variety of purposeful learning situations that invite the person-activity interaction required by situational interest. The purpose of this study was to examine student motivation during an 8-day water polo unit by using the theoretical frame of situational interest. Participants were one middle school physical education teacher and 22 fifth- and sixth-grade students. Teacher data were collected using 1-hr interviews (initial, midpoint, and exit), informal conversations (before, during, and after class), and a modified TGM Teacher Performance Checklist (Fisette, Bohler, Carpenter, & Griffin, 2006). Student data were gathered using a modified Interest Survey (Mitchell, 1993) at the start and end of the unit, TGM learning situation (Game 1, Q & A, Situated Practice, and Game 2) questionnaires each lesson, and focus group interviews at the end of the unit. Data were analyzed using open and axial coding, concept mapping (Rossman & Rallis), content analysis, and theoretical comparisons (Strauss & Corbin, 1998). Results show that students did not experience automatic instances of situational interest based on the type of learning situation (i. …

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