Contemporary Practice in Education Research Action Research Proposal Michael Allen - 110045956

EDUC 5204 – Action Research Proposal (Assessment 2)
Michael Allen – 110045956
Contemporary Practice in Education Research (EDUC 5204)

Action Research Proposal (Assessment 2)
‘INVESTIGATING THE IMPLEMENTATION

EFFECTIVENESS OF STUDENT ENGAGEMENT
ENHANCING STRATEGIES IN SECONDARY SCHOOL
PHYSICAL EDUCATION’
‘INVESTIGATING THE IMPLEMENTATION EFFECTIVENESS OF STUDENT ENGAGEMENT ENHANCING STRATEGIES IN SECONDARY SCHOOL
Introduction and Opening Statement
Teachers today are required to be far more than individuals capable of reciting and
regurgitating information to be absorbed by their students. Research over recent decades
has viewed development and learning from a constructivist perspective, with a major focal
point being engaging students with learning (Trowler 2010). The challenge faced by teachers
is that a student’s physical presence and participation does not indicate engagement, as
engagement is reliant on a cognitive, emotional and physical connectedness to meaningful
learning tasks (Klem and Connell 2004). This challenge is especially poignant in the Physical
Education setting as there has been limited subject specific research (Pill 2011). Teachers
who are capable of effectively engaging there students create a situation that enhances the
likelihood of improving student learning outcomes (Trowler 2010). Within my own teaching,
improving in this respect is a priority.
Engagement seems to represent a foundational feature upon which quality learning

experiences are built upon, it is for this reason that I intend on trialling a range of strategies
that create opportunities for engagement and facilitate meaningful connections between
the student and what they are learning in Physical Education. Developing the capacity to
effectively engage students with learning is the professional and ethical responsibility of
teachers. Australian Institute for Teaching and School Leadership (AITSL) standards for
teaching outline a mandatory level of achievement for Australian teachers, underpinning
many of the standards is the need for teachers to be able to know their students and use a
diverse range of strategies to support learning, this connects strongly with engagement
(Australian Institute for Teaching and School Leadership 2017). Furthermore, the South
Australian Teaching for Effective Learning Framework identifies personalising and
connecting learning (engaging students) as one of three key areas for development that
results in improved teacher quality (Department of Education and Children’s Services 2010).
Improvement through practitioner inquiry is therefore a key process that can occur within
schools to ensure expectations are being met.
Research Purpose
Action research can be described as a cyclic process of planning, acting, observing, and
reflecting that focusses on improving personal practice or addressing a specific problem or
challenge (Cohen, Manion & Morrison 2011). This piece of research serves the purpose of
identifying how I as the teacher enable and support student engagement through my
learning tasks, classroom environment culture and communication with students. This will
initially take the form assessing existing habits within my teaching that relate to
engagement. Following which targeted and purposeful strategies, that are evidence based,
will be implemented. Ultimately the aim of the research is to develop my ability as a teacher
to engage students because by doing so it will create an educational context that is better
equipped to improve student learning outcomes. It is known amongst educators that good
teachers make a difference, therefore making continued professional development vital.
Existing Literature and Justification
Education research has directed considerable attention to the area of student engagement
over the past few decades, and with good reason (Trowler 2010). Teaching has evolved over
time, part of this ongoing evolution was the recognition that students were not a ‘blank
slate’ upon which a teacher can transcribe knowledge (Woolfolk & Margetts 2016). Rather,
students construct their own knowledge, with teachers being the facilitators of this process.
Engagement is of such importance as it is a state of being whereby students desire more
knowledge and are personally invested in their learning, ergo creating an engaging learning
environment with engaging learning tasks results in improved learning and knowledge
acquisition (Woolfolk & Margetts 2016). This is why it is so valuable for teachers to by highly
effective when it comes to engaging their students.
Literature on the topic of engagement has achieved a consensus on how engagement

should be defined. Educational engagement goes beyond participation and presence,
students who are engaged are connected in a meaningful way to what they are learning,
they are interested and invested in the content, and are utilising sense making to create
knowledge (Klem & Connell 2004). Engagement can be broken down to the dimensions that
make it up. Most literature operates from the understanding that behavioural engagement,
cognitive engagement, and emotional engagement are the three functional domains that
come together to form student engagement (Fredricks, Blumenfeld & Paris 2004). This
interpretation is widely accepted, there is however some contention about best research
approaches for studying engagement. Some propose only by considering all three domains
simultaneously can pertinent data and results be gathered, where as other only consider
one domain in isolation in their studies (Guthrie and Wigfield 2000; Trowler 2010).
Shortcomings can be seen in the literature that is specifically concerned with student
engagement in Physical Education. There are multiple examples of studies that fail to fully
consider the distinction between students participating in class and them actually being
engaged in a way that fits the previously mentioned definition. Many do utilise the accepted
definition of engagement and demonstrate consideration for the three domains of
engagement, such as Yoo (2015), Bryan and Solmon (2012), and Shen, McCaughtry, Martin,
Fahlman and Garn (2012). However, the volume of research and strength of evidence that
relates to Physical Education specifically is significantly less than that related to generalist
teaching, suggesting continued research is necessary.
Strategies that were demonstrably effective for enhancing student engagement did emerge
from the literature. The most prolific and contextually relevant strategies were Sport
Education in Physical Education Program (SEPEP) and Game Sense or Play Practice models
for teaching Physical Education. Although both of these approaches have some compelling
evidence for their use, the volume of supporting literature is currently lacking, there would
be definite benefit to further research being conducted (Pill 2011). SEPEP involves student’s
engaging in the full range of tasks that surround sport (taking on roles and responsibilities
beyond being players), this fosters investment and personal interest, and encourages
deeper thinking which are necessary for full engagement (Wallhead, Garn & Vidoni 2014).
Game Sense enables student autonomy and opportunities for deeper cognitive thinking as
students invest thought into the intellectual side of sport and activity instead of just the
actions while also connecting to student’s emotional interests, thus engagement is
increased (Pill 2011). For further description of teaching strategies please refer to the
references below.
Launder, A & Piltz, W 2013, Play Practice Engaging and Developing Skilled Players, 2nd edn,
Human Kinetics, Champaign
Wallhead, TL, Garn, AC & Vidoni, C 2014, 'Effect of a Sport Education Program on Motivation
for Physical Education and Leisure-Time Physical Activity', Research Quarterly for Exercise
and Sport, vol. 85, no. 4, pp. 478-487.
Some other strategies for teaching Physical Education exist within the literature, primarily
the multi-activity strategy (similar to skills and drills approaches), have failed to maintain
pertinence given the evolution of understanding around effective teaching, these will not
feature at all in this research. Instead time will be dedicated to the two strategies
mentioned previously as these are designed in accordance with an accurate definition of
engagement and have evidence that supports their implementation.
Using teaching strategies is a mandated requirement of teachers as it is a standard with the

Australian Institute of Teaching and School Leadership Standards (2017). The intent to use a
strategy does not guarantee that it is used to its full effect and not all strategies will work for
all teachers in all school contexts. Through this action research there will be the opportunity
to try approaches that have been shown to be effective and flexible, by trialling the use of
such strategies and researching the effectiveness of implementation data can be collected
and synthesized to inform and transform future practice.
Ethical Considerations
Ethical considerations have been made drawing from numerous sources. Firstly, the three
principles of the Belmont Report: respect for persons, beneficence, and justice have been
considered and are appropriately achieved throughout this study (cited on National Library
of Australia n.d.). Australian Association of Research in Education (2017) outlines for basic
principles that must be adhered to within all Australian research studies: consequences
must enhance general welfare, develop human good, remediation of possible harm, and
respect for dignity. Proposed research practices meet the requirements of all of these
principles.
Obtaining active consent prior to commencing the research will not be required as I, the
practitioner, am the subject of the research, not the students within the research setting.
However, out of courtesy to the students and the parents/carers of students there will be
notice provided to them to inform them of the intended research that will be undertaken.
This will be in the form of a letter/email that provides an outline of what will be occurring.
This will also provide students and parent/carers the opportunity to ask any questions they
may have relating to the Action Research Plan. Refer to appendix 1 and appendix 2 to view
appended letters.
Methodology and Analysis
Research Approach
Emergent Action Research, or practitioner research, will be the research approach utilised
for this study. Cohen, Manion, and Morrison (2011, p. 344) identify a number of scenarios
that justify Action Research as being an appropriate approach, the strengths and benefits of
Action Research connect closely with the aims of this study. Action Research is an effective
way of studying the teaching methods and strategies of an individual or group of teachers
within a specific context (Cohen, Manion, and Morrison 2011, p. 344). Taking the action of
researching teacher practices provides data to teachers and their institutions that enables
evidence based evaluations to be made, the evaluation process supports growth and
continued professional development (Cohen, Manion, and Morrison 2011, p. 344).
The aim of this study is to improve student engagement by studying the actions and choices
of the teacher who will be implementing targeted modifications to practice and intentional
strategies for improving student engagement. Therefore using an Action Research approach
is the ideal methodology as it is a systematic study of taking action and reflecting (Cohen,
Manion, and Morrison 2011, p. 344). The systematic nature of Action Research is as follows;
plan, act, observe, reflect (Cohen, Manion, and Morrison 2011). This four step process will
be used in a continuous cyclic fashion throughout the study.
Utilising an Action Research approach allows and encourages the researcher to apply a
mixed methodology approach instead of being limited to strict qualitative or quantitative
paradigms of thought (Cohen, Manion, and Morrison 2011). Operating from an Action
Research perspective means having an understanding and awareness of complexity theory,
thus the ‘hard sciences’ purely quantitative approach is unsuitable (Cohen, Manion, &
Morrison 2011). Quantitative data can therefore only partially provide insight into what is
occurring, for this reason quantitative data will be supported by qualitative data, allowing
for results to be triangulated using numerical data and themes, thus providing a richer
representation of what is happening.
Research Context Statement
Research will be conducted at Playford International College, a public secondary school in

Adelaide’s Northern suburbs. This site exists in a low socio-economic status area with
significant cultural diversity. Research will be conducted with a year 9 mixed ability, mixed
gender Physical Education class. The study duration will be 4 weeks, with each week
consisting of two 105 minute lessons. Sampling of students will be purposive as they will be
Physical Education students and done as a matter of convenience as they will be the class I
am designated to teach. Students will be undertaking a Basketball unit, therefore the
teaching strategies will be implemented in the teaching of Basketball (the strategies can be
made applicable to any sport though).
Research Methods
Throughout this piece of research three separate data collection methods will be used, two
of which acquire qualitative data and one of which will provide quantitative data. Multiple
sources of data are being used as this will allow for triangulation during analysis (Cohen,
Manion, & Morrison 2011). For a time table of when data collection tools will be used refer
to appendix 3.
Personal reflective journal entries will be completed following every lesson of the four week
research period. Cohen, Manion, and Morrison (2011) recommend that Action Researchers
keep a journal that records progress and reflection with respect to the learnings about the
practice being studied and the learnings about the act of researching said practice. Journal
entries represent one of the qualitative sets of data that will be obtained.
Action Research is about the practitioner, but it is important to recognise that it is a

collaborative process that establishes self-critical communities for professional
development (Cohen, Manion, & Morrison 2011). Given the research will be conducted in a
classroom context that has a mentor teacher present, one of the data collection methods
will take advantage of the mentors ability to observe. Action Research should involve some
data collection that records what is happening, as this supports the analysis process (Cohen,
Manion, & Morrison 2011). This will be achieved through the use of a Mentor Teacher
Check Sheet that provides quantitative data (see appendix 4). This check sheet ensures
consistency in what is being looked for and recorded throughout the lesson, as it is
important that the data collection process is systematic will helping to ensure stability of
observations and inter-rater reliability (Cohen, Manion, & Morrison 2011). The mentor will
be directed to follow two students across the study period, one who has been identified as
‘engaged’ and one that is recognized as ‘disengaged’, one check sheet will be completed
each lesson for both students.
Data collection method selection should be informed by who or what can provide valuable
information about what is being studied (Cohen, Manion, & Morrison 2011). In the case of
Action Research being conducted in a classroom the students themselves represent a
valuable source of pertinent information. Students will periodically be provided with a
written survey that prompts them to share their thoughts and feelings about the teacher’s
practice of engaging students in learning. Surveys will be written using language and
vocabulary that is suitable for all respondents and the nature of questions will not push
students towards a specific answer to ensure authentic responses are gathered (Cohen,
Manion, & Morrison 2011). Surveys will be completed anonymously, this is for ethical
reasons while also helping prevent the relationship between the assessor and the assesse
from being of influence (Cohen, Manion, & Morrison 2011). Refer to appendix 5 for copy of
Student Survey.
Procedure
Overarching the entire duration of the study period will be the four step process of Action
Research; plan, act, observe, and reflect (Cohen, Manion, & Morrison 2011). Each lesson will
have a planning, acting, observing, and reflecting component within itself, thus creating a
spiral trajectory forwards from day one to completion.
Week 1 will involve the collection of baseline data. This will mean lessons are planned and
taught in accordance with my current practice. This baseline data will be important for
understanding my current professional status as enabling student engagement, it will also
provide data to compare subsequent strategies allowing for assessment of whether the
strategies allowed for improved engagement facilitation.
Week 2 and lesson 1 of week 3 will involve the implementation of Game Sense, or Play
Practice, student engagement enhancing techniques. Fantasy game play and the use of a
culminating event are the two methods of enhancing engagement that have been selected
for use (refer to Laudner & Piltz 2013, p. 47 for more details). Two lessons will involve
fantasy games with the final lesson of the three lesson block involving a full class
culminating event.
The second lesson of week 3 and the entirety of week 4 will have students taking part in
lessons that apply the SEPEP strategy. Lesson 1 will involve the designation of teams for
ongoing competition, designation of roles within the team (captain, records person, time
keeper, and reporter), autonomous team practice period, and development of the
competition bracket. Week 4 lessons will involve autonomous team practice, competition
(using student constructed bracket), and demonstration of role responsibilities.
Refer to appendix 6 for timetable of strategies and tasks.
Data Analysis
Data analysis will be a continuous process, in that each time data is collected it will be
reflected upon to inform the next immediate step in planning. This will be a micro-analysis
of sorts. Each study interval will be using the plan, act, observe, reflect approach described
by Cohen, Manion, and Morrison (2011), each micro-analysis represents the step of
reflection that leads into the next phase of planning.
Following the completion of the study after four weeks full data analysis procedures will
begin. The week immediately after the completion has been allocated for the analysis
process, this will allow ample time for thorough analysis while the study and experiences
are still recent and relevant. Additionally, completing analysis at this stage will allow any
conclusions made to be integrated into practice before the next teaching episode.
Qualitative data (practitioner journal and student survey forms) will require data reduction
and coding so that emergent themes may be identified and extracted from the written
responses (Cohen, Manion, & Morrison 2011). Quantitative data collected via Mentor
Teacher Check Sheets will be collated into and analysed using data analysis softwareso that
results can be compared across lessons, and between the two intervention strategies and
baseline data gathered in week 1. This analysis will provide easy to interpret assessment of
data collected, allowing for conclusions to be made regarding teacher effectiveness of
strategy intervention. Interpreting the accumulative data together allows for result to be
triangulated, thus a more accurate conclusion can be drawn.
Outcomes and Impact
Anticipated outcomes from this piece of research would be valuable to continued

development of professional practice. Through the data analysis process the strength and
weaknesses of my practice would come to light, allowing for the identification of elements
of my teaching practice relating to student engagement that are worth sustaining and those
that could benefit from continued development or change. Systematically studying my
ability to engage students as a teacher means that the ultimate evaluations made using
analysed data are evidence back, meaning the next step in my professional development
has something stronger than anecdotal evidence supporting it. By conducting Action
Research on my own practice I will be able to justify my actions and decisions as a teacher
because of supporting evidence (Cohen, Manion, & Morrison 2011). Furthermore there is
the capacity for action research to move over time from the small outcomes of supporting
one teacher’s improvement to having a positive influence on colleagues and the broader
teaching community (Cohen, Manion, & Morrison 2011).
Having applied the plan, act, observe, reflect approach during this study it will likely feature
in some capacity in my future practice, effectively looking back to move forward in an
informed way. Whether or not during the study period the data collected suggests within
the four weeks the engagement strategies have been implemented effectively does not
really matter. Instead of treating the four week study as being closed for good, it should be
treated as phase one in an ongoing cycle of improvement, and knowing what and how to
improve is something that will likely be drawn out from the Action Research process.
Word Count: 2879 (excluding in text references)
Reference List
Australian Association of Research in Education 2017, AARE Code of Ethics, Australian Association of
Research in Education, viewed 22 November 2017, < https://www.aare.edu.au/pages/aare-code-of-
ethics.html>.
Australian Institute for Teaching and School Leadership 2017, Teacher Standards, Australian Institute
for Teaching and School Leadership, viewed 1 November 2017,
<https://www.aitsl.edu.au/teach/standards>.
Bryan, C & Solmon, M 2012, 'Student Motivation in Physical Education and Engagement in Physical
Activity', Journal of Sport Behavior, vol. 35, no. 3, pp. 267-285.
Cohen L, Manion, L & Morrison, K 2011, Research methods in education, 7th ed, Routledge Falmer,
London
Department of Education and Children’s Services 2010, South Australian Teaching for Effective
Learning Framework guide, Department of Education and Children’s Services, Government of South
Australia, Adelaide.
Fredricks, JA, Blumenfeld, PC & Paris, AH 2004, 'School Engagement: Potential of the Concept, State
of the Evidence', Review of Educational Research, vol. 74, no. 1, pp. 59-109.
Guthrie, JT & Wigfield, A 2000, ‘Engagement and motivation in reading’, In M. Kamil & P. Mosenthal
(Eds.), Handbook of reading research, Lawrence Erlbaum, Mahwah, NJ, pp. 403-422.
Klem, AM & Connell, JP 2004, 'Relationships Matter: Linking Teacher Support to Student
Engagement and Achievement', Journal of School Health, vol. 74, no. 7, pp. 262-273.
National Library of Australia n.d. The Belmont Report, National Library of Australia, viewed 22
November 2017, < http://trove.nla.gov.au/work/153041143?q&versionId=166778114>.
Pill, S 2011, 'Teacher engagement with teaching games for understanding - game sense in physical
education', Journal of Physical Education and Sport, vol. 11, no. 2, pp. 115-123.
Shen, B, McCaughtry, N, Martin, JJ, Fahlman, M & Garn, AC 2012, ‘Urban High-School Girls' Sense of
Relatedness and Their Engagement in Physical Education’, Journal of Teaching in Physical Education,
vol. 31, no. 3, pp. 231-245.
Trowler, V 2010, ‘Student engagement literature review’, The Higher Education Academy, 11, pp. 1-
15.
Wallhead, TL, Garn, AC & Vidoni, C 2014, 'Effect of a Sport Education Program on Motivation for
Physical Education and Leisure-Time Physical Activity', Research Quarterly for Exercise and Sport, vol.
85, no. 4, pp. 478-487.
Woolfolk, A & Margetts, K 2016, Educational psychology, 4th edn, Pearson Australia, Melbourne,
VIC.
Yoo, J 2015, 'Perceived Autonomy Support and Behavioral Engagement in Physical Education: A
Conditional Process Model of Positive Emotion and Autonomous Motivation', Perceptual and Motor
Skills, vol. 120, no. 3, pp. 731-746.
Appendices
Appendix 1: Student Information Letter
Dear Student,
My name is Mr. Michael Allen and I will be teaching your class from date TBC until date TBC.
During my time as your teacher I will be completing an Action Research study on my own
teaching, specifically relating to student engagement. This means that I will be researching
how I as your teacher fair when it comes to engaging students in learning tasks. To achieve
this I will be reflecting on my own practice, using your regular teacher to observe my
actions, and seeking feedback from students about my teaching. As a student you can play a
valuable role in my professional development. Anything required from students will be
obtained during class time and will not create an increased burden or workload for you.
Your support during this process is much appreciated.
Kind Regards
Mr. Michael Allen
Appendix 2: Parent Information Letter

Dear Parent/s or Carer/s
My name is Mr. Michael Allen and I will be teaching your child’s class from date TBC until
date TBC.
During my time as your child’s teacher I will be completing an Action Research study on my
own teaching, specifically relating to student engagement. This means that I will be
researching how I as the teacher fair when it comes to engaging students in learning tasks.
To achieve this I will be reflecting on my own practice, using your child’s regular teacher to
observe and note my actions, and seeking structured feedback from students within the
class about my teaching. This letter is just to ensure complete transparency so that you are
fully aware of what is being undertaken within your child’s class. I am only researching
myself and my own practice, not the students. This research has full ethical approval. Should
you desire more information or if you have any questions I encourage you to contact me.
Your support during this process is much appreciated.
Kind Regards
Mr. Michael Allen
Appendix 3: 4 Week Procedural Plan

Week and Strategy Lesson 1 Data Collection Lesson 2 Data Collection
Week 1 Journal Journal

Baseline Mentor Check Sheet Mentor Check Sheet
Student Survey

Game Sense Mentor Check Sheet Mentor Check Sheet
Student Survey

Game Sense + SEPEP Mentor Check Sheet Mentor Check Sheet
Student Survey Student Survey

SEPEP Mentor Check Sheet Mentor Check Sheet
Student Survey
Week 5 n/a n/a

Data Analysis +
Evaluation/Reflection
Appendix 4: Mentor Teacher Check Sheet

FRONT PAGE
Instructions for use
- Complete one check sheet per predetermined student
- Use space provided to tally examples observed of said student being engaged
Examples of observable signs of engagement
Behavioural Engagement
- Physical exertion and effort
- Persistence of effort
- Proactive participation
- Movement adjustments due to feedback
Cognitive Engagement
- Responding to questioning
- Communicating thoughts about game play
- Cognitive (strategy, tactics) adjustments due to feedback
- Evaluation of performance
Emotional Engagement
- Smiling
- Positive interactions with peers
- Positive statements about learning
- Asking questions
BACK PAGE
Engaged by Teacher Actions
Behavioural Cognitive Emotional

Engagement Engagement Engagement
Lesson Interval (min)

10
20
30
40
50
60
70
80
90
100
105
*Please Note: observations that are appropriate but not in the examples list above should
be recorded with a note so that the example lists can be expanded and improved
Appendix 5: Student Survey Form

Instructions: Respond to the following questions, all response will be anonymous
Question 1: Did this lesson allow you to move your body in a number of ways? Explain how
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Question 2: How did activities challenge your movements and your understanding of the
sport?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Question 3: What about the lesson did find most interesting and why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Question 4: Describe your feelings an attitudes towards the activities used in the lesson and
the way the lesson was taught.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Appendix 6: Strategy Time Table

Week Lesson Strategy Action
1 1 None (baseline) Normal planning approach
Normal teaching approach
2 None (baseline) Normal planning approach

Normal teaching approach
2 3 Game Sense Fantasy Game

- Role playing NBA team
4 Game Sense Fantasy Game

- Action fantasy cards: gives
‘real’ context to each activity
3 5 Game Sense Culminating Event

- Simulated ‘play off’ game
6 SEPEP Team and role designation

Autonomous practice
Develop championship bracket
4 7 SEPEP Autonomous practice

Championship games
Role responsibilities
8 SEPEP Autonomous practice

Championship games + Final
Role responsibilities
5 n/a n/a Analysis of data

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EDUC 5204 – Action Research Proposal (Assessment 2)

Michael Allen – 110045956

Contemporary Practice in Education Research (EDUC 5204)

‘INVESTIGATING THE IMPLEMENTATION

Introduction and Opening Statement

Engagement seems to represent a foundational feature upon which quality learning

Existing Literature and Justification

Literature on the topic of engagement has achieved a consensus on how engagement

Using teaching strategies is a mandated requirement of teachers as it is a standard with the

Methodology and Analysis

Research Context Statement

Research will be conducted at Playford International College, a public secondary school in

Action Research is about the practitioner, but it is important to recognise that it is a

Refer to appendix 6 for timetable of strategies and tasks.

Outcomes and Impact

Anticipated outcomes from this piece of research would be valuable to continued

Word Count: 2879 (excluding in text references)

Appendix 2: Parent Information Letter

Appendix 3: 4 Week Procedural Plan

Week 1 Journal Journal

Week 2 Journal Journal

Week 3 Journal Journal

Week 4 Journal Journal

Week 5 n/a n/a

Appendix 4: Mentor Teacher Check Sheet

Engaged by Teacher Actions

Behavioural Cognitive Emotional

Lesson Interval (min)

Appendix 5: Student Survey Form

Appendix 6: Strategy Time Table

2 None (baseline) Normal planning approach

2 3 Game Sense Fantasy Game

4 Game Sense Fantasy Game

3 5 Game Sense Culminating Event

6 SEPEP Team and role designation

4 7 SEPEP Autonomous practice

8 SEPEP Autonomous practice

5 n/a n/a Analysis of data

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