Background/Purpose We use mock broadcasting (MB) to provide a learning experience. Studies showed that mock trial used in social studies encourages higher-order learning and provide a context for applying critical thinking skills. Based upon this idea, we created a class activity that students simulate sports broadcasting (e.g., students report, analyze, and comment on game play). The purpose of this study was to examine students' perceptions and reactions regarding MB as a learning experience for cognitive development.
Method Participants were ninth graders (N=210) learning volleyball. The class begins with lectures on volleyball game using video clips of professional league games. Students next participate in modified volleyball game called Indiaca to learn volleyball game rules, skills, and strategies. At the last period of volleyball unit groups of two students performed MB on professional games video clips. Open-ended questionnaire and in-depth interview were conducted to collect the data.
Analysis/Results Results showed that students liked the game and understand the plays very well. More specifically, they expressed that they were: (1) studying the game while preparing MB (e.g., “it was great and fun because we work together for script making. I learned a lot about volleyball”), (2) learning a role of commentator while conducting MB (e.g., “it was really fun and good because I feel like I am a real sport commentator”), and (3) sharing game knowledge after MB activity (e.g., “my dad and I talked a lot about nice moves“).
Conclusions Even though MB was time-consuming for teachers, it generated excitement and higher order thinking for students.