Pupils' Perceptions of and Experiences in Team Invasion Games: A Case Study of a Scottish Secondary School and Its Three Feeder Primary Schools

Autor/inn/en	Gray, Shirley; Sproule, John; Wang, C. K. John
Titel	Pupils' Perceptions of and Experiences in Team Invasion Games: A Case Study of a Scottish Secondary School and Its Three Feeder Primary Schools
Quelle	In: European Physical Education Review, 14 (2008) 2, S.179-201 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X08090705
Schlagwörter	State Schools; Team Sports; Physical Activity Level; Focus Groups; Physical Fitness; Foreign Countries; Physical Education Teachers; Students; Public Schools; Elementary School Students; Secondary School Students; Student Attitudes; Student Experience; Motivation; Interviews; Urban Areas; Urban Schools; Questionnaires; United Kingdom (Edinburgh) + Suchen Sie Ihr Suchwort? Staatliche Schule; Mannschaftssport; Leistungsfähigkeit; Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Student; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Sekundarschüler; Schülerverhalten; Studienerfahrung; psychologische; Motivation (psychologisch); Interviewing; Interviewtechnik; Urban area; Stadtregion; Urban areas; School; Schools; Stadt; Schule; Fragebogen
Abstract	It has been claimed that young children in schools in Scotland cannot relate to the activities that are taught in the more "traditional" PE curriculum, activities that predominately include team invasion games (TIG) such as basketball, soccer and hockey (Scottish Executive, 2004). However, one of the issues with this claim is that it does not appear to derive from any empirical, Scottish-based, research. The purpose of this study, therefore, was to investigate pupils' perceptions of and experiences in TIG within the PE curriculum in Scotland, specifically their perception of competence, enjoyment and the value they attach to games such as soccer and basketball. We gathered data from three year groups, primary 7 (P7) (age = 11 [plus or minus] 0.8 yrs), secondary 2 (S2) (age = 13.5 [plus or minus] 0.5 yrs) and secondary 4 (S4) (age = 15 [plus or minus] 0.4 yrs) from one urban state school in Edinburgh and its three feeder primary schools (n = 285). All of the pupils in this study completed a questionnaire and a sample from each year group took part in a focus group interview. We found that P7 pupils valued the role of TIG within their PE curriculum more highly than the S4 pupils. For all of the year groups in this study, there was a positive relationship between their perception of competence and enjoyment of TIG and the value they attached to them. These findings warrant further research into the ways in which TIG are delivered in Scottish schools to understand more fully why pupils in Scottish schools value the role of TIG less as they move from P7 to S4. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10