ABSTRACT

Background: Several student-centred and game-based approaches have developed in the last 40 years. Publications intended to describe the underlying theory and/or mechanics of each particular teaching/learning model have usually focused on modalities related to teacher-student interactions, taking into account the particular pedagogical content knowledge pertaining to the activities concerned. The extent to which a particular approach has students taking charge of their learning varies from one model to the other. Underlying learning theories, such as constructivism and nonlinear pedagogy, play an important role in explaining or justifying reasons for pedagogical choices. However, whatever approach is favoured by a teacher, there remains the matter of the regulation of learning in a student-centred teaching/learning environment.

Purpose: The main purpose of this paper was to discuss the regulation procedures implemented in a particular team-sport related teaching/learning strategy called the ‘Tactical-Decision Learning Model’ (T-DLM). A second and preliminary objective was to examine various AfL models with regard to the regulation of learning.

Scaffold of the paper: In the first section of the paper, a review of the literature is presented with regard to the diversity of the student-learning regulation construct, spreading from self-regulation to co-regulation and to shared/socially-shared regulation. In the second part of the paper, the authors discuss the regulation of tactical learning in team sports through the lens of T-DLM, considering the contribution of four basic features of the model: game-play in a small-sided game format, student observation, debate, road map, and their iterations.

Conclusion: In a team-sport teaching/learning context, cooperative learning becomes, by definition, the pivotal characteristic of the learning and learning-regulation processes. Although ever present, self-regulation is intermingled with socially shared regulation in the sense that each student’s self-regulation activities voluntarily mingle with that of his/her teammates to bring about a collective action plan. Due to its socio-constructivist foundation and particular features, T-DLM offers many opportunities for socially-shared regulation of learning and may, given the right conditions, open the way for socially-shared metacognitive awareness of learning-regulation processes.

摘要

背景：在过去的 40 年中，已经发展了几种以学生为中心和基于游戏的方法。旨在描述每种特定教学/学习模式的基本理论和/或机制的出版物通常侧重于与师生互动相关的模式，同时考虑到与相关活动有关的特定教学内容知识。特定方法让学生负责学习的程度因一种模式而异。基础学习理论，如建构主义和非线性教学法，在解释或证明教学选择的理由方面发挥着重要作用。然而，无论教师偏爱哪种方法，在以学生为中心的教学/学习环境中学习的调节问题仍然存在。

目的：本文的主要目的是讨论在称为“战术决策学习模型”（T-DLM）的特定团队运动相关教学/学习策略中实施的监管程序。第二个也是初步的目标是检查关于学习调节的各种 AfL 模型。

论文的脚手架：在论文的第一部分，对学生学习监管结构的多样性进行了文献回顾，从自我监管到共同监管，再到共享/社会共享监管. 在论文的第二部分，作者通过 T-DLM 的视角讨论了团队运动中战术学习的调节，考虑了模型的四个基本特征的贡献：小边游戏形式的游戏玩法、学生观察、辩论、路线图及其迭代。

结论：在团队运动教学/学习环境中，合作学习根据定义成为学习和学习调节过程的关键特征。尽管一直存在，但自我调节与社会共享调节混合在一起，因为每个学生的自我调节活动都自愿与他/她的队友的活动混合在一起，以形成一个集体行动计划。由于其社会建构主义基础和特殊特征，T-DLM 为学习的社会共享调节提供了许多机会，并且在适当的条件下，可能为学习调节过程的社会共享元认知意识开辟道路。