As the most common assessment instrument used for learning in games the Game Performance Assessment Instrument (GPAI) focuses on performance in games but is not without criticism from a number of perspectives. For example, MacPhail, Kirk & Griffin (2008) suggest that the likelihood of classroom (generalist) or even specialist teachers of physical education committing to both a Tactical Games Model pedagogy and to GPAI assessment techniques is low. From a participation perspective, it has also been criticized for a focus on performance instead of on the contribution that students make to the team (Suzuki, 2008) with the suggestion made that “Contribution outcomes” rather than “Performance outcomes” should be assessed (Suzuki, 2011).
This presentation reports on a study that aimed to clarify how teachers observe games during teaching according to standards based on contributions or performance outcomes and which use a mixed methods methodology.
Method:
View Tracker (Eye tracking) was used for examining how teachers observed the game during teaching. Semi-structured interviews were conducted with teachers after observing the game. There were 30 participants; six expert teachers, six experienced teachers, six novice teachers, 6 pre-service teachers who are going to take a PE teacher license and 6 pre-service teachers who are not going to take a PE teacher license. Each participant observed the game as movie clips after they were provided both contribution indicators (standards) and performance indicators (standards). Their viewing was tracked and recorded, after which they participated in a semi-structured interview.
Analysis/Results:
As a result, and not related to teachers' developmental stages, participants looked at the whole game when they had contribution indicators, and saw the part of game when they had performance indicators. Moreover, it became clear that it was very easy for participants to make a decision for the next action when they had contribution indicators. Furthermore, participants could assess the off-the-ball movement easily when they had contribution indicators.
Conclusions:
These findings are emphasizing that the outcome of teaching game should be regarded not as a performance but as a contribution. Moreover, these findings might lead to develop appropriate assessment method.