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Interest in alternative models for games/sport instruction has increased in recent years. Recent research has compared tactical approaches to games/sport instruction with more skill-oriented approaches (Gabriele & Maxwell, 1995; Griffin, Olsin, & Mitchell, 1995; McPherson & French, 1991; Turner & Martinek, 1992, 1995b). Most of the research in this area to date has focused on student performance outcomes (knowledge, skill, game play performance) that result from different skill and tactical approaches to instruction and learning.
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French et al. (1996) studied this question.
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