This study examined the effects of the application of games on students’ attitude and volley pass learning in volleyball lessons. Two experienced secondary physical education teachers involved in the Secondary Teaching Evaluation and Mentoring Project (STEM), and their 132 male students, were the participants in the study. The study was premised on a conceptual framework of variation theory and employed an action research methodology. The study lessons were taught in three cycles by the two teachers to three S. 2 (age 13/14) classes of students. Games were specially selected to address the students’ interests and learning in the lessons. Pre and post conferences were arranged to improve the teaching effectiveness of the lessons. The results revealed that there was an increase in the number of students showing a positive attitude towards participating in volleyball lessons as well as a significant improvement in the students’ application of volley pass. These findings have implications for the instructional practice of physical educators. Copyright © 2008 Pacific Circle Consortium for Education.
|Publication status||Published - 2008|