Mock broadcasting (MB) in PE (Lee, 2011) is a class activity where students simulate sports broadcasting (e.g., students report, analyze, and comment on game play). However, its effects on student achievement have not been examined. Thus, the purpose of this study was to examine effects of MB on students’ cognitive learning and to explore their perceptions and experiences with MB.
Method:
Participants were eighth graders (N=224) who were taught rhythmic gymnastics. The static-group comparison design was used: an experiment group with MB activity (N=113) and a control group with no MB activity (N=111). For the MB group, the unit began with several lessons focusing on rules, skills, and scoring systems in rhythmic gymnastics using video clips from the Olympic Games. Students were next engaged in rhythmic gymnastics activities to practice skills, rules, and scoring systems using modified equipment. At the ninth lesson of the unit, groups of two students performed MB while watching video clips from rhythmic gymnastics Olympic Games. Open-ended questionnaires and in-depth focus group interviews were conducted with the group of students with MB. Students also completed a paper test that the Korean Institute for Curriculum and Evaluation developed to evaluate their knowledge of rhythmic gymnastics
Analysis/Results:
The test scores and qualitative data (e.g., questionnaires and interviews) were analyzed using t-test and content analysis, respectively. A t-test data revealed a group difference on the test score: The group with MB had higher scores (t=-4.404, df=112, p <.05). Students with MB expressed their enjoyment of the MB activity in general. Three themes emerged regarding students’ perceptions and experiences with MB: (1) enjoying a new class activity (e.g., I enjoyed a lot with MB, it’s new and fresh), (2) working together with peers while preparing MB (e.g., “it was great and fun because we work together for script-making. I learned a lot from my partner”), (3) learning the role of commentator while conducting MB (e.g., “it was really fun and good because I feel like I am a real sport commentator”)
Conclusions:
This study concluded that MB generated excitement for students and was an effective teaching method for cognitive learning.