The Effect of The Situated Game Teaching Model Through Set-Plays on Motor Development

Abstract

The purpose of this study, the effect of the situated game teaching model through setplays, which is an innovative model, on basic motor skills was investigated. In addition to the applications within the scope of the current curriculum, educational games applied for 8 weeks were conducted with situated game teaching model through setplays and their effects on basic motor skills were examined. Experimental and control groups included 62 2nd grade students in the 2020-2021 academic year. For 8 weeks, children were made to play with situated game teaching model through setplays 2 days a week and 40 minutes each. The short form of the second version of the Bruininks-Oseretsky Motor Proficiency Test (BOT-2) was used as a measurement tool. Prior to the applications, the first tests of both the experimental group and the control group were taken, and after the applications, the final tests of both groups were taken. After the normality test, repeated measures ANOVA and SIMPLE EFFECTS tests were applied for mixed measures at α=0.05 significance level to determine whether there was a difference between the basic motor development levels depending on the program applied to the study groups and the duration of the study. A statistically significant difference was found between the 6 subtests of BOT-2 (Fine Motor Sensitivity and Integrity, Balance, Running Speed and Agility, Hand-Arm Coordination, Power) and Total Motor Compound values. As a result, educational games applied and situated game teaching model through setplays positively affect basic motor skill levels. Keywords: Situated game teaching, model, setplays, motor development, physical education.