GPAI - Game Performance Assessment Instrument

GPAI - Game Performance Assessment Instrument

Practice / Demo

Sport specific now.. soccerrrrrrrr

The instrument

7 agreed game components:

Actual coding time

Female student to observe

Input your scores in the sheet

Thank you for listening

Any questions?

Observe female student

Observation time...

what the research says

Lets take a look at the GPAI Coding sheet

Depending on game the teacher can select as many or as little as they want to observe.

*not all apply to all games*

Examples of decision making

Examples for skill execution

(Blomqvist et al, 2005)

Research 2

(Blomqvist et al, 2005)

1. Bunker & Thorpe (1986): If students do not understand the game then decision making processes and one's ability to select the correct skills is impaired.

2. Mitchell et al (1994): while the GPAI was under validation they mentioned that cognitive tactical decision making should still be assessed through alternative ways other than the instrument.

3. Oslin et al (1993, 1998): The GPAI must be used at face value, we must use the instrument in line with students goals/needs.

3. Blomqvist et al (2005): Game understanding and game play are related. Came up with skill decision and skill execution examples [will see later].

Because players in soccer make more off the ball tactical decisions this should be included in assessment of tactical movements & decisions. Moved the GPAI on to 'IGCM' Invasion Game Competence Model.

And some more...

Memmert & Harvey (2008): 5 problems with the GPAI

1. Calculation of individual and overall game indexes (mathematical impossibilities: every column should start with +10 or keep appropriate and inappropriate scores separate)

2. Use of game involvement vs skill performance index (do not make a ratio or index and keep the raw scores)

3. Observer reliability (keep it to one teacher or use a mathematical method that can be found in Hart 2001)

4. Nonlinearity (Overall GP is not linear: unsolvable)

5. Usefulness in action (hard to realize which action is appropriate or inappropriate: need narrower definitions)

Notices the 2 ways to record: tally or likert descriptors. The latter is better for teacher assessments of large classes. But if looking at something/one specific you may want to use the tally system.

Harvey et al (2010): The GPAI was useful, sensitive and robust in showing an improvement in varsity and first year high school players [intervention study looking at measuring TGFU used GPAI].

TGFU and game based teaching approaches need more monitoring to ensure they are authentic hence the need for GPAI variations within PE time.

judith oslin, stephen mitchell & linda griffen 1993, 1994, 1998

E.G

GPAI

- invented because games are predominantly used in pe

- validated the instrument using middle school PE specialists and their 6th grade classes

- was shown to be reliable and valid

- this is a multi dimensional system

- it measures game performance behaviors and tactical understanding behaviors by players selection of appropriate skills and decisions

*IT ASSESSES ANY GAME PERFORMANCE*

Invasion

Net/wall

Striking & Fielding

Target Games

GPAI

GPAI = flexible instrument

Can be very situation specific

IT IS TEACHER/USER DEFINED

(Bohler, 2017; personal communication)

Allows teacher/coach to see what individual student needs to work on e.g. on the ball skills or off the ball skills

Shrehan Lynch

& Stefan Casale