Teaching the knowledge component of examined Netball

Abstract

Teaching examined Netball is a challenge for a teacher to teach the cognitive component of netball content. Literature frequently reveals that problems arise when teaching of Physical Education starts to be done for examination purposes. The investigation focused on experimental teaching units (ETU's) done in examined netball, using three different teaching conditions: Practice only, Practice and handout, Theory only. This was done in order to analyse teacher and pupil behaviours and interactions and find any differences when the teaching conditions are compared. The main difference in behaviours when percentages were worked out was found in Teaching Condition three (Theory). Teaching Condition one (Practice) and two (Practice and handout) were found to be very similar to each other. A systematic observation system called CAFIAS (Cheffers' Adaptation of Flanders Interaction Analysis System) was used to analyse both the verbal and nonverbal behaviours of both the teacher and the students. The study concluded that there is no such 'Best' teaching condition but ideally there should be a mixture of teaching conditions.