Background/Purpose
Concept mapping is an instructional strategy that requires learners to identify, graphically display, and link key concepts in instructional material. Therefore, the purpose of this study was to apply concept mapping into elementary physical education classes with emphasis on basketball game activities.
Method
Ninety-seven fifth grade students and their teachers participated in this study, and students were randomly assigned into three conditions: a) concept-mapping in a generation setting (group A) which contains thirty-three students; b) concept-mapping in a collaborative setting (group B) which contains thirty-one students; and c) direct teaching(group C)which contains thirty-three students. The basketball skill performance test, problem-solving test, and open-end questions of attitudes toward concept mapping were used to collect all the data before and after the study. The investigator developed a basketball-based concept mapping system, using this as a foundation to design three conditions, and implement for 14 weeks of this study. Students in Group A constructed concept maps by themselves, students in Group B received an incomplete concept map which needs student to work together for completing the blanks and links. Students in Group C received direct teaching on various skills of basketball.
Analysis/Results
The results showed that students in Group A and Group B had reported significant higher scores on the basketball skill performance, problem solving, and attitudes to concept mapping from pre-test to post-test than students in Group C.
Conclusions
This study not only demonstrated concept mapping as an effective learning strategy but also improved students' basketball skill performance, problem solving, and attitudes.