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《European Journal of Sport Science》2013,13(3):133-140
Abstract In this study, we examined the development of skill competence and tactical knowledge of 41 eighth-grade students (mean age 13.6 years) as they completed a season of badminton conducted following the features of Sport Education. Using data from students’ performance on badminton skills tests, their competence in game play, and their tactical knowledge, it was determined that these students made significant improvements in their ability to not only control the shuttle, but also to hit it more aggressively. This resulted in improvements in both the selection (what shot to make) and execution (ability to produce the desired shot) dimensions of their game play. In addition, the students demonstrated significant improvements in their ability to select tactical solutions and make arguments for those decisions when watching videotaped performances of badminton games. The key explanation for the development of competence in this setting was that the structure of the Sport Education season allowed for significant practice opportunities, and that the authenticity and consequential nature of the game play helped move all but weak novice students from a more cooperative version of net-game play to one where tactical decision making and execution was valued. 相似文献
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Mick G. Mack Donna Thompson Susan Hudson 《Research quarterly for exercise and sport》2013,84(4):368-372
Abstract The purpose of this study was to examine the development of skill competence and tactical sophistication during a games unit conducted following the features of sport education provided by Siedentop (1994). One team of six players was followed through a 30-lesson season of “Ultimate.” Using Gréhaigne, Godbout, and Bouthier's (1997) formula for an efficiency index, together with a number of other measures of skill and tactical competence, it was determined that these students made significant improvements in selection and execution dimensions of the game. Furthermore, lower skilled students did not feel marginalized within their teams and believed they had equal opportunities for improvement. The key reasons for developing competence in this setting were the sufficient length of the season to allow for significant practice opportunities and the consistent team membership throughout season, which allowed all players to develop a sense of usefulness. This curriculum model provides one way students can develop skills through a system of game playing, provided sport education units are structured to prevent the more skillful players from dominating the games. 相似文献
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The purpose of this study was to provide a database analysis of a combined sport model and from this to develop a theory from practice. In particular, the original concern was to examine the extent to which the teaching of personal and social responsibility (TPSR) could form a coalition with the Sport Education model. Forty-five 6th-grade boys, who had a previous history of struggling with the fair play requirements of Sport Education, participated in a 26-lesson season of Xball, an invasion game designed by those students. As a general summary, it was found that some of the features of TPSR strengthened the foundation of Sport Education, but due to the need to introduce new tasks and problems for students, a hybrid model (Empowering Sport) was developed. This hybrid, with a predominately ecological integration perspective, presents a curriculum model that allows for achievement within a powerful triangle of goals--sport skill competence, social responsibility, and personal empowerment. 相似文献
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Andrew Miller Stephen Harvey David Morley Roland Nemes Maggie Janes Narelle Eather 《Journal of sports sciences》2017,35(18):1846-1857
This study evaluated whether exposing junior netball players to greater amounts of competition relevant activity (playing form activity) had an effect on game play outcomes and session involvement. A group-randomised controlled trial in one junior netball club in the Hunter Region, NSW, Australia. Ninety female athletes (mean age = 9.04 years, SD 1.53) were randomised by team (n = 11) into the intervention (n = 41) or 9-week wait-list control (n = 49) condition. The Professional Learning for Understanding Games Education into Sport (PLUNGE into Sport) programme was undertaken in the first half of nine training sessions (9 × 30 min). The intervention exposed athletes to playing form activity through a coach development programme within training sessions. Athletes’ decision-making, support and skill outcomes during a small-sided invasion game, and session involvement (pedometer step/min), were measured at baseline and 9-week follow-up. Linear mixed models revealed significant group-by-time intervention effects (P < 0.05) for decision-making (d = 0.4) and support (d = 0.5) during game play, and in-session activity (d = 1.2). An intervention exposing athletes to greater levels of playing form activity, delivered via a coach education programme, was efficacious in improving athlete decision-making and support skills in game play and increasing athlete involvement during sessions. 相似文献
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Walter Crosby Eells 《Research quarterly for exercise and sport》2013,84(1):119-121
Abstract The purpose of this investigation was to study the intelligence and skill of 375 college women in relation to their success in round-robin singles competition in badminton or tennis. Intelligence was measured by the Otis quick-scoring mental ability test; skill was determined by the subject's combined T-score on two standardized tests of badminton or tennis skill; and success in tournament play was expressed by the percentage of points won out of the number possible during tournament play. Prior to the competition, subjects were classified on the basis of skill by means of a skill test and placed into leagues of between eight and eleven players each. Tests of equivalence were applied to determine the equality of leagues with respect to skill and intelligence. An analysis of variance employing success as the dependent variable and involving two levels of skill and intelligence (high and low) and two levels of sport (badminton and tennis) resulted in a highly significant F ratio for the skill variable and nonsignificant F ratios for intelligence and sports. Interaction factors were generally nonsignificant. Correlation coefficients between skill and success in badminton and tennis were .65 and .60 respectively, and coefficients between intelligence and success were essentially zero. 相似文献
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《European Journal of Sport Science》2013,13(2):143-148
Abstract The aim of the present study was to investigate the home advantage effect in professional basketball leagues in Europe, especially the differences in home advantage between capital city teams and other teams in each country. All the teams (n=159) of seven national professional basketball leagues were studied (Bulgaria, Greece, Lithuania, Romania, Russia, Spain, and Turkey) and classified as capital city teams or other teams. The data (n=7432 games) were gathered for six seasons (2003–2004 to 2008–2009). The results confirmed the existence of a home advantage effect in all seven basketball leagues. There was a significant difference (P<0.001) between the leagues, with home advantage highest in Romania (65.10%) and Greece (65.02%), and lowest in Turkey (58.12%) and Lithuania (56.13%). The results also show that capital city teams experienced lower home advantage compared with other teams in all seven countries. After controlling for team ability, this was statistically significant for Bulgaria, Greece, Romania, and Turkey (all P<0.05), but not for Lithuania, Russia or Spain (all P>0.10). These results are consistent with previous studies in football, which suggested that teams playing in capital cities in Europe had lower home advantage than those playing elsewhere. Possible reasons for this finding include a diminished sense of being part of a cohesive local community when playing in a capital city, a lower sense of territorial protection and, for the away team, a lessened feeling of unfamiliarity. 相似文献
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张超群 《武汉体育学院学报》2019,53(10):88-92
采用录像观察法。对中超和欧洲五大联赛主、客场攻守数据进行了对比分析,指出竞技能力才是影响比赛结果的关键要素。研究认为：（1）与欧洲联赛相比,五大联赛各队之间竞争较均衡,中超各队之间竞争不均衡,实力相差悬殊,中超的整体技战术水平和运动员个人技术的全面性都不如五大联赛。中超各队还缺少鲜明的特点和风格;（2）西甲各队的技战术水平比较成熟,主、客场进攻与防守能力较为平衡;（3）西甲在主、客场胜负率上没有显著性差异,证明其不愧为是世界上最强的职业联赛;（4）中超及五大联赛在主、客场进球数上均没有显著性差异,表明客场不利因素的影响在减小;（5）德甲在主、客场失球上有显著性差异,是防守能力不足的表现。 相似文献
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Background: Our understanding of the role in which content knowledge (CK) can strengthen instructional models and how that knowledge matters for professional development is limited. It is contended that mere use of an instructional model is insufficient to impact psychomotor learning in meaningful ways.Purpose: This study was conducted to investigate how a teacher's enacted pedagogical content knowledge (PCK) differed as a function of CK and Sport Education (SE), and to investigate the relative contribution of CK and Sport Education on student learning in terms of swimming performance.Methods: Four intact classes comprising 88 secondary school students (age: 16–17 years) were randomly assigned to a Traditional, an Sport Education, a Traditional-CK, and a SE-CK group. All classes were taught by the same teacher during a 10-day unit of instruction in the front crawl.Results: Results showed that the teacher's PCK differed as a function of improved CK. For verbal representations, the amount of cues in the Traditional-CK and SE-CK groups increased about sixfold compared to the Traditional and the SE group. For visual representations, more partially incorrect demonstrations were observed than correct demonstrations in the Traditional and the SE group. More mature and developmentally appropriate tasks were observed in the Traditional-CK and the SE-CK group compared to the Traditional and the SE group. Students in the Traditional-CK and SE-CK groups demonstrated a significant reduction of their amount of strokes on 50?m compared to the Traditional group. A significant interaction effect revealed a larger increase in swimming performance in the CK groups compared to the Traditional and the SE group. Finally, students in the SE group swam significantly more laps than their counterparts in the other groups.Discussion and conclusion: These results show the impact on student learning when CK was added to both Traditional and Sport Education conditions and contribute to the literature for pre- and in-service teachers. The Sport Education model did not contribute to students’ swimming performance. Students in the Traditional and the SE group did not get the same quality of instruction as students in the Traditional-CK and SE-CK conditions. The latter groups received content that was presented differently both as a presentation and in terms of the actual task. In short, students in the Traditional and Sport Education conditions experienced the content differently than those in the Traditional-CK and SE-CK conditions. These instructional differences resulted in students in the Traditional-CK and SE-CK conditions improving their swimming performances in terms of technical efficiency and in terms of 50?m times. 相似文献
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张超群 《武汉体育学院学报》2001,53(10):88-92
采用录像观察法。对中超和欧洲五大联赛主、客场攻守数据进行了对比分析，指出竞技能力才是影响比赛结果的关键要素。研究认为：（1）与欧洲联赛相比，五大联赛各队之间竞争较均衡，中超各队之间竞争不均衡，实力相差悬殊，中超的整体技战术水平和运动员个人技术的全面性都不如五大联赛。中超各队还缺少鲜明的特点和风格；（2）西甲各队的技战术水平比较成熟，主、客场进攻与防守能力较为平衡；（3）西甲在主、客场胜负率上没有显著性差异，证明其不愧为是世界上最强的职业联赛；（4）中超及五大联赛在主、客场进球数上均没有显著性差异，表明客场不利因素的影响在减小；（5）德甲在主、客场失球上有显著性差异，是防守能力不足的表现。 相似文献
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Tony Pritchard Andrew Hawkins Robert Wiegand Jonathan N. Metzler 《Measurement in physical education and exercise science》2013,17(4):219-236
Two instructional approaches that have been of interest in promoting sport have been the Sport Education Model (SEM) and the Traditional Style (TS) of teaching physical education. The purpose of this study was to investigate how SEM and TS would affect skill development, knowledge, and game performance for volleyball at the secondary level. A 2 × 3 (group × time) research design was utilized on 47 secondary students testing volleyball skills, knowledge, and game performance. Participants were placed in either the SEM or the TS via stratified randomization, and then were tested pre, mid, and post intervention through the 20-lesson volleyball unit. The 2 × 3 repeated measures Analysis of Variances (ANOVAs) with Bonferroni correction revealed no significant difference between models for skills and knowledge, but there was for game performance for group [F(1, 45) = 10.27, p < .008, η2 = .19], time [F(2, 90) = 8.62, p < .008, η2 = .16], and group × time interaction [F(2, 90) = 8.43, p < .008, η2 = .16]. If the goal of the physical education program is to promote quality game play, the SEM may be more effective than the TS. 相似文献
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Irene Rocamora Javier Fernández-Río Natalia María Arias-Palencia 《Physical Education & Sport Pedagogy》2019,24(1):87-102
Background: Advances in technology have changed children’s lifestyle so much that the majority of them do not meet the recommended 60 min of moderate to vigorous physical activity every day. Compulsory Physical Education has been highlighted as an ideal context to achieve the suggested physical activity (PA) goals, since it could be the only place where some students become truly physically active. In those classes, the teacher selects a pedagogical approach and this selection could be vital to meet the advised PA levels.Purpose: The goal was to assess the effects of two instructional approaches, Sport Education Model (SEM) and Direct Instruction (DI) in Primary Education students’ physical activity intensity levels, game performance, and friendship goals.Method: A total of 88 students with an average age of 11.16?±?0.63 years, enrolled in two year-5 (from 10 to11 years) and two year-6 (from 11 to 12 years) Physical Education classes of the same school agreed to participate. The number of participants in the SEM was 47 and in DI was 41. The schools’ administration distributed one class of each grade to the experimental group, which experienced SEM, and to the non-equivalent group, which experienced DI. The content selected for both study groups was the same: Handball. Both study groups experienced a 15-session learning unit (45 min per class, three sessions per week). The goal was to conduct the experiment in a non-manipulated (intact) educational context. It followed a pre-test, post-test, experimental, non-equivalent group design. Participants wore Actigraph GT3X accelerometers in order to monitor physical activity levels, answered questionnaires to assess friendship goals, and their game performance was assessed using the Game Performance Assessment instrument (GPAI).Results: Results showed that students who experienced the SEM had significantly higher light and moderate physical activity levels, friendship-approach and friendship-avoidance goals, while the ones who experienced DI had significantly higher sedentary physical activity levels. The GPAI scores showed significant gains in students’ game performance in both study groups, but these were larger in the SEM one.Conclusions: The SEM could be considered more effective than DI to improve Primary Education students’ PA levels, game performance and friendship goals. 相似文献
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This study was designed to examine and intervene into student behaviours to promote a democratic, inclusive and participatory focus within Sport Education. To achieve an increased understanding of and changes within student behaviours, a collaborative participatory action research methodology was applied to provide voice to students as agents of change. The research progressed throughout an entire school year and was cast in two stages. The first was a season of Basketball that provided some baseline with respect to issues of equity and inclusion. This was followed by an intervention stage (seasons of Handball, Soccer and Volleyball) in which the identified issues were acted upon. Based upon issues unearthed during the action research cycles the intervention focused on legitimating different levels of participation through (1) a reconfiguration of the learning content, peer teaching activities and competition formats, (2) the discussion of inequity, exclusion, gender stereotyping and discrimination emerging from group dynamics within focus groups interviews and (3) the promotion of positive leadership behaviours of the student coaches through leadership seminars conducted outside the gym. By the end of the year, there was significant evidence of inclusive membership accompanied by the development of mutual trust among students and shared contributions towards a common and inclusive goal. A close interrelatedness was found between game competence development, trajectories of participation and sense of membership, the restructuring of power relations and the sharing of knowledge and investment of dominant and higher-skilled students towards more inclusive team goals. The Sport Education curriculum alone was insufficient to dismantle the deeply rooted negative cultural influences of community-based sports that influenced equity and inclusion. However, by planning and implementing a specific intervention that used the educational resources of Sport Education proactively it was possible to promote a more inclusive and equitable learning environment. 相似文献
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吴玉岭 《武汉体育学院学报》2009,43(6):23-28
在梳理美国以往判决与理论的基础上,分析了美国法院的矛盾判决导致的大量不受规制的反竞争行为.职业体育联盟在功能上类似于合资企业,联盟内竞争与合作的结合恰是其他产业内合资企业的典型特征.虽然合资方(联盟的各运动队)能够在合资企业的范畴以外继续竞争,但离开了合作,任何合资(体育联盟)都不可能有效地运转.联盟像合资企业一样,不应当对提升产品效力的限制竞争措施承担反垄断责任.但联盟滥用其垄断力量,将限制竞争措施扩展至超过维持其生存能力之外的行为,应当受到反垄断法的规制. 相似文献
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论新体育课程中运动技能教什么和如何教的问题 总被引：2，自引：0，他引：2
季浏 《上海体育学院学报》2008,32(1):62-65
根据新的教育思想和课程理念,探讨基础教育体育课程中运动技能的教学问题。认为:应根据学生身心发展特征,学生生活经验和实际,学校现实条件等因素选择教学生何种运动技能;应遵循面向全体学生,服务学生健康,促进学生全面发展的新理念,教授学生运动技能;同时应处理好运动兴趣培养、游戏教学、体能练习、情景教学等与运动技能教学之关系。 相似文献
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Marta Domínguez-Escribano Leopoldo Ariza-Vargas Carmen Tabernero 《Soccer & Society》2017,18(7):801-816
Today more and more women are playing sport and choosing activities previously considered the exclusive domain of men, such as soccer. The main purpose of this study was to analyse the role of motivational variables (individual and team) regarding the commitment to and future expectations of playing higher levels of competition in a sample of female association soccer players (N = 117) at different levels of competition (local, regional and national leagues). Results confirm that the highest league shows high values in perception of success (ego orientation and task orientation), transactional psychological contract and future expectations. On the other hand, the local league produces high values in relational contracts. A path analysis tests a theoretical model with all the motivational variables as predictors of sporting commitment and future expectations. It shows the power of individual and team motivational variables in terms of predicting the involvement of women in soccer. 相似文献
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The purpose of this paper is to consider four pedagogical applications within the Sport Education model to examine the ways in which a young person can become a literate sports person and develop ethical behaviour through engagement in physical education and youth sport. Through a systematic review of the Sport Education research literature we present evidence to suggest that although notions such as inclusion, responsibility and ownership, personal and social development and social justice are part of the architecture of this pedagogical model, our findings show that rather than simply being caught, ethical conduct must be taught. Consequently, in the final part of the paper, we present four pedagogical applications within Sport Education that physical education teachers as well as youth sport practitioners and administrators may find useful to promote ethical development: (1) ethical contracts; (2) sports panels; (3) modified games; and (4) awards and rewards. 相似文献
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Ben Piggott Sean Müller Paola Chivers Ashley Cripps Gerard Hoyne 《Journal of sports sciences》2019,37(10):1139-1145
This study determined if small-sided games could discriminate perceptual-cognitive-motor skill in Australian Rules Footballers. Higher skilled Western Australian Football League (WAFL) (n = 17) and lesser skilled Amateur (n = 23) players were recruited. Participants played three small-sided games of three minutes. Each disposal was scored for decision-making and motor skill execution, with these scores combined for a total score. Mann-Whitney U tests indicated significantly superior mean decision-making by higher skilled (Median = 2.90, Range = 0.30) over lesser skilled (Median = 2.80, Range = 0.73) (p = .012) players. Execution score was not significantly different between groups. Linear mixed model analysis found higher skilled players (M = 5.32, SD = 1.19) scored significantly higher than lower skilled players (M = 4.90, SD = 1.52) on total score (p = .009). Large effect sizes were found for decision-making and total score relative to games and position played in WAFL players. High agreement of scoring was observed for an elite (inter-rater) and a novice (intra-rater) coaches. Linear mixed model analysis indicated mean total scores of WAFL players significantly predicted disposal efficiency in match performance (p = .011). Small-sided games can be easily implemented to identify talented players and assess perceptual-cognitive-motor skill. 相似文献