Contemporary Issues in Physical Education by Ken Hardman

Author:Ken Hardman [Hardman, Ken]
Language: eng
Format: epub
Tags: Sports/Nonfiction
Publisher: Meyer & Meyer Sport

From a social constructivist perspective on learning, teaching and learning are highly social activities. Inter-actions with teachers, peers and learning materials like task cards could influence the cognitive and affective development of learners (King, 1998). When learners perform intellectual activities, they dynamically interact with the learning environment, which could support improved performance. Defining how to use the learning tools and how to interact with the partner by means of defining clear roles, might, as a consequence, be advantageous in enhancing learning outcomes. The importance of instructing students how to use learning tools has previously been stressed for learning cardio-pulmonary resuscitation performance in a class-wide peer tutoring setting (Ward & Ward, 1996). It was found that Basic Life Support performance increased when student pairs were instructed how to use a task analysis checklist to assist each other and to give feedback. Previous research also indicated that clearly defining roles is beneficial for student learning (Block et al., 1995; Dyson, 2002). In subsequent research by Iserbyt et al. (2010), the isolated implementation of role definition as an instructional guidance variable was not beneficial for learning outcomes. Only when role switching as well as role definition were implemented, was student skill retention enhanced.

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