[vc_row][vc_column][vc_column_text]Mastrogiannis, I.1*, Antoniou, P.1, Kasimatis, K.2, Derri, V.1 & Sotiriou, S.3
1Department of Physical Education and Sport Science, Democritus University of Thrace
2School of Higher Pedagogical and Technological Education, N. Heraklion, Greece
3Experimental Senior High School of Mytilene, Greece
The aim of the present study was the comparison of tactical knowledge application capability in the field, after participation in typical and constructivist teaching interventions -with and without the use of digital environment, for the teaching of volleyball tactics in Physical Education classes. One hundred and ninety one (191) 2nd grade high-school students from public schools of Mytilene-Greece participated in the study (99 boys and 92 girls) in five groups: (1) a control group, without any teaching intervention (2) typical teaching approach, (3) typical teaching approach with the use of digital environment, (4) constructivist approach that takes student preconceptions into consideration to induce cognitive conflict and (5) constructivist approach that takes students’ preconceptions into consideration to induce cognitive conflict and the use of digital environment. Two raters evaluated the positioning of each student in the field for each of three iconic offensive attempts from opponent zones 2, 3 and 4. Statistically significant differences were observed between groups, with the two experimental groups in which student preconceptions were taken into consideration displaying the highest scores of appropriate student positioning in the field.
Keywords: preconceptions; game tactics; digital environment; cognitive conflict; physical education[/vc_column_text][vc_row_inner][vc_column_inner width=”1/1″][vc_single_image img_link_target=”_self” title=”Download full text in PDF” image=”1084″ img_link=”https://panrcy.wpengine.com/wp-content/uploads/2015/05/PANRar_15005.pdf”][/vc_column_inner][/vc_row_inner][/vc_column][/vc_row]