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1.
Purpose: The aim of this study was to identify the effects of a differential-learning program, embedded in small-sided games, on the creative and tactical behavior of youth soccer players. Forty players from under-13 (U13) and under-15 (U15) were allocated into control and experimental groups and were tested using a randomized pretest to posttest design using small-sided games situations. Method: The experimental group participated in a 5-month differential-learning program embodied in small-sided games situations, while the control group participated in a typical small-sided games training program. In-game creativity was assessed through notational analyses of the creative components, and the players’ positional data were used to compute tactical-derived variables. Results: The findings suggested that differential learning facilitated the development of creative components, mainly concerning attempts (U13, small; U15, small), versatility (U13, moderate; U15, small), and originality (U13, unclear; U15, small) of players’ actions. Likewise, the differential-learning approach provided a decrease in fails during the game in both experimental groups (moderate). Moreover, differential learning seemed to favor regularity in pitch-positioning behavior for the distance between players’ dyads (U13, small; U15, small), the distance to the team target (U13, moderate; U15, small), and the distance to the opponent target (U13, moderate; U15, small). Conclusions: The differential-learning program stressed creative and positional behavior in both age groups with a distinct magnitude of effects, with the U13 players demonstrating higher improvements over the U15 players. Overall, these findings confirmed that the technical variability promoted by differential learning nurtures regularity of positioning behavior.  相似文献   

2.
Abstract

This study was conducted to determine the effect of weight training on the self-concepts of college males. Another purpose was to identify the types of males, relative to measures of extroversion, neuroticism, body cathexis, somatotype, and muscular strength, who experience the most improvement in self-concept during a lifting program. Subjects of the experimental group (n = 113) trained with weights twice each week for 16 weeks, while controls (n = 127) were educated relative to personal health concepts. The results revealed significant posttest differences in global, internal, and external self-concept between the groups, confirming the hypothesis that regular weight training is positively associated with the improvement of self-concept. Pretest body cathexis, self-concept, and neuroticism scores were significant predictors of global self-concept change from the pretest to the posttest, whereas pretest measures of extroversion, somatotype, and muscular strength were not. Changes in neuroticism, body cathexis, and muscular strength scores were significant predictors of self-concept change, while extroversion change was not, indicating that the positive association between weight training and self-concept enhancement is multivariately determined, and that some types of males experience more improvement of self-concept than others during a weight training regime.  相似文献   

3.
Abstract

This study examined Easterbrook's (1959) hypothesis that performance on a primary task would improve or at least be maintained with increased levels of arousal, while performance on a secondary task would decrease. To test this hypothesis, the performance of 20 collegiate rifle shooters (10 experienced, 10 inexperienced) on a primary target shooting task and a secondary auditory task were compared while shooting under low- and high-time stress conditions. Heart rate results, but not a self-report anxiety measure, provided evidence for the effectiveness of the stress manipulation. The results primarily supported Easterbrook's hypothesis. There were no differences in secondary task performance between experienced and inexperienced shooters. However, subjects who first underwent high time stress followed by low (H-L) shot better than those given the reverse order (L-H). These findings are discussed in relation to the attention demands of self-paced sports as well as the transfer effects of stress.  相似文献   

4.
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5.

Purpose: The purpose of this study was to examine the relative effectiveness of 2 forms of physical education instruction on students' skill and technical performance, as well as content knowledge in 3 track and field events. Method: Students from 6 classes in 3 Portuguese schools completed 900-min units conducted under the auspices of sport education or a more traditional teacher-directed format. Classes were randomly assigned to these conditions within each school. Results: Although both groups improved significantly from pretest to posttest, the sport education classes outperformed the traditional classes in both technique and skill execution. Only the sport education group made significant improvements in content knowledge. When the students in the traditional group were tested at the point in time where they would usually complete a unit of physical education (450 min), there were no significant improvements in any of the study's variables. Conclusion: The explanation given for the superior performance outcomes of the sport education classes lies in the nature of formal competition and team affiliation, which are cornerstones of this pedagogical model. That is, students take their learning experiences more seriously than in traditional and often inauthentic classes. In terms of content knowledge, the fact that sport education has a level of content-embedded accountability that holds students accountable for their officiating duties is postulated as a significant contributor to their increased understanding of rules and protocols of athletic events.  相似文献   

6.
Abstract

Despite increased professionalization of adolescent sport and improved articulation to elite adult participation, the impact of sports such as rugby union among adolescents is under-explored. This study describes psychological stress–recovery responses relative to training loads in 106 male adolescent rugby union players. The results showed that players with the highest training and physical activity volumes during the season demonstrated more favourable recovery–stress states than moderate- and low-volume groups. Stress and under-recovery did not increase with increases in weekly volume when assessed across a season. When assessed more acutely during intensive competition phases, stress and under-recovery increased with increases in participation demands. Despite better psychological stress and recovery profiles of more elite, higher-load players, not all participants demonstrated favourable capacities to deal with stress and recovery processes. Seven participants were in at least two of three categories of highest volume, highest stress, and poorest recovery. Even in the absence of a full understanding of the impact of high-volume, high-stress, poor-recovery participation among adolescent athletes, these markers may be precursors for more deleterious outcomes such as injury, performance decrements, and overtraining. Findings support the efficacy of serially monitoring young athletes.  相似文献   

7.
The Model of Competence Motivation (Harter, 1978) highlights how self-perceptions are influenced by individual and socialization factors. Using this model, the present study investigated, quantitatively with a pretest and posttest design (N = 34) and qualitatively via individual interviews (N = 8), how involvement in the Girls on Track program (GOT) influenced the perceived competence and self-worth of sixth-grade girls. GOT is a program that uses training for a 5-km race as a means to teach life skills. The self-perceptions of the participants showed increasing trends from pre- to posttest. Interviewed girls discussed their acquisition of interpersonal skills and of positive feelings about themselves. The discussion emphasizes how program involvement can influence the development of self-perceptions in early adolescent girls.  相似文献   

8.
Purpose: The ability to anticipate the actions of opponents can be enhanced through perceptual-skill training, though there is doubt regarding the most effective form of doing so. We sought to evaluate whether perceptual-skill learning would be enhanced when supplemented with guiding visual information. Method: Twenty-eight participants without soccer-playing experience were assigned to a guided perceptual-training group (n = 9), an unguided perceptual-training group (n = 10), or a control group (n = 9). The guided perceptual-training group received half of their trials with color cueing that highlighted either the key kinematic changes in the kicker's action or the known visual search strategy of expert goalkeepers. The unguided perceptual-training group undertook an equal number of trials of practice, but all trials were without guidance. The control group undertook no training intervention. All participants completed an anticipation test immediately before and after the 7-day training intervention, as well as a 24-hr retention test. Results: The guided perceptual-training group significantly improved their response accuracy for anticipating the direction of soccer penalty kicks from preintervention to postintervention, whereas no change in performance was evident at posttest for either the unguided perceptual-training group or the control group. The superior performance of the guided perceptual-training group was preserved in the retention test and was confirmed when relative changes in response time were controlled using a covariate analysis. Conclusions: Perceptual training supplemented with guiding information provides a level of improvement in perceptual anticipatory skill that is not seen without guidance.  相似文献   

9.
Purpose: The purpose of this study was to know whether an intervention using an adaptation of the teaching games for understanding approach (named teaching races for understanding [TRfU]) led participants to improve skill execution, decision making, race performance, race involvement, race knowledge, enjoyment, intention to continue practicing sailing, and perceived competence. Method: Participants were 67 children from a randomly selected sailing school (Mage = 9.32 years, SD = 2.60 years) and 2 coaches. We designed and validated the TRfU lessons, and 1 coach was trained in the approach. The TRfU group participated in 11 lessons. This study followed a mixed-methods data approach. Quantitative data were evaluated using a quasiexperimental pretest–posttest design with a control group. The intervention consisted of teaching sailing using the TRfU approach. Children and coaches’ perceptions were evaluated through an interview on completion of the study. Data were collected using an adaptation of the Game Performance Assessment Instrument, a knowledge questionnaire, 2 psychological scales, and interviews with children and coaches. Results: The TRfU group showed statistically significant improvements in skill execution, decision making, and race performance compared with the control group, as well as significant improvements in race involvement, race knowledge, and enjoyment (ES = 0.64–2.63). Conclusion: Teaching races for understanding can be used in sailing to improve students’ capacity to reflect and connect theoretical knowledge with their motor performance in the race.  相似文献   

10.
Abstract

An investigation of personal autonomy levels as measured by the Pensacola Z scale was conducted on 147 scuba diving trainees at the University of California at Los Angeles. The study was part of an effort to develop insight into selection and training procedures for reliable underwater workers. Findings revealed that diver trainees described themselves as individualistically as did groups of astronauts and Antarctic scientists, but their Z-scale scores were not significantly different from other campus groups. Further, the Z-scale did not significantly differentiate between successful trainees and dropouts in the course. A weak relationship was found between the Z-scale score and scuba diving performance during pool testing. It was concluded that the qualities measured by the Z-scale test may be more important to the future diving careers of the subjects than to their selection and training.  相似文献   

11.

We examined the effects of visual control training on expert wheelchair basketball shooting, a skill more difficult than in regular basketball, as players shoot from a seated position to the same rim height. The training consisted of shooting with a visual constraint that forced participants to use target information as late as possible. Participants drove under a large screen that initially blocked the basket. As soon as they saw the basket they shot. When training with the screen, shooting percentages increased. We conclude that visual control training is an effective method to improve wheelchair basketball shooting. The findings support the idea that perceptualmotor learning can be enhanced by manipulating relevant constraints in the training environment, even for expert athletes.  相似文献   

12.
The Model of Competence Motivation (Harteg 1978) higlights how self-perceptions are influenced by individual and socialization fac tors. Using this model the present study investigated, quantitatively with a pretest and posttest design (N=34) and qualitatively via individual interviews (N=8), how involvement in the Girls on Track pogram (GOT) influenced the perceived competence and self-worth of sixth-grade girls. GOT is a program that uses training for a 5-km race as a means to teach life skills. The self-perceptions of the particapants showed increasing trends from pre- to posttest. Interviewed girls discussed their acquisition of interpersonal skills and ofpositive feelings about themselves. The discussion emphasizes how program involvement can influence the development of self-perceptions in early adolescent girls.  相似文献   

13.
Understanding the effects of training in different footwear on sporting performance would be useful to coaches and athletes. Purpose: This study compared the effects of computerized agility training using 3 types of footwear on change-of-direction and balance performance in young adults. Method: Thirty recreationally active young adults (Mage = 22.8 ± 3.1 years; Mheight = 1.71 ± 0.7 m; Mbodymass = 73.4 ± 10.3 kg) were randomly assigned to a 6-week computerized agility training intervention in 1 of 3 footwear groups (n = 10/group): barefoot, minimal footwear, or traditional shoes. Participants had no previous barefoot or minimal-footwear training experience. Dependent variables included change-of-direction test time to completion, Star Excursion Balance Test, and single-leg stability evaluation. Testing was performed at the start of the training program, after 2 weeks, after 4 weeks, and at the end of the training program. Results: No group or time interactions were found for any of the dependent variables. Time main effects were observed for the performance measures of change of direction, Star Excursion, and single-leg-with-eyes-open stability evaluation. Participants improved in all 3 tests as early as 2 weeks into the intervention, with improvements continuing through the entire 6-week intervention. Conclusions: The lack of interaction and footwear effects suggests that agility and balance improvements during foot agility training are independent of footwear in a recreationally active young-adult population. Computerized agility training improves change-of-direction and balance performance within 2 weeks of training implementation. Future studies should consider footwear training effects in different populations, including frail older adults and athletes.  相似文献   

14.
Abstract

Despite the importance of the Combined Event to the modern pentathlon competition, little is known about performance in the event. This study aimed to (i) identify the key variables affecting Combined Event shooting performance, and the extent to which these corresponded with those identified for precision shooting and (ii) investigate the impact of changing shooting format, and whether more successful precision shooters were also more successful in the Combined Event. Seven modern pentathletes and three pistol shooters completed precision and Combined Event trials. An opto-electronic shooting system recorded score and pistol movements, whilst force platforms recorded centre of pressure movements 1 s prior to every shot. Intra-individual analysis revealed that the extent of associations between variables was participant-specific, highlighting the need for individual analysis of performance. No participants displayed matching associations between variables for precision and Combined Event shooting, emphasising the difference between performances in the two events. Both groups experienced significantly reduced scores, and increased pistol and body movements for Combined Event shooting (P < 0.05). Despite the pistol shooters’ greater precision shooting ability, no significant differences were evident between the groups’ Combined Event performances (P > 0.05). This implies that experience in one event does not guarantee success in the other, indicating the importance of event specific training.  相似文献   

15.
Abstract

The continuous execution of swimming techniques may cause muscle imbalances in shoulder rotators leading to injury. However, there is a lack of published research studies on this topic. The aim of this study was to analyze the influence of a competitive swim period on the shoulder rotator–cuff balance in young swimmers. A randomized controlled pretest–posttest design was used, with two measurements performed during the first macrocycle of the swimming season (baseline and 16 weeks). Twenty-seven young male swimmers (experimental group) and 22 male students who were not involved in swim training (control group) with the same characteristics were evaluated. Peak torque of shoulder internal and external rotators was assessed. Concentric action at 1.04 rad s?1 (3 repetitions) and 3.14 rad s?1 (20 repetitions) was measured using an isokinetic dynamometer (Biodex System 3). External/internal rotators strength ratios were also obtained. For both protocols, there were significant training effects on internal rotator strength and external/internal rotator ratios (p ≤ .05). This trend was the same for both shoulders. Within-group analysis showed significant changes from baseline to 16 weeks for internal rotators strength and unilateral ratios of the experimental group. Swimmers' internal rotator strength levels increased significantly. In contrast, a significant decrease of the unilateral ratios was observed. Findings suggest that a competitive swim macrocycle leads to an increase in muscular imbalances in the shoulder rotators of young competitive swimmers. Swimming coaches should consider implementing a compensatory strength-training program.  相似文献   

16.
Abstract

The purpose of the study was to document the status of exercise stress testing programs in the United States through an analysis of basic program components. A questionnaire was developed and sent to the list of exercise stress testing facilities compiled and published in 1975 by the National Jogging Association. Completed questionnaires were returned by 139 (60%) of the facilities surveyed. The data revealed that: (a) five categories of functional-clinical settings exist; (b) a large majority of programs are located in densely populated areas, were established within the past five years, and rely upon similar funding sources; (c) most of the clients are men over 35 years of age: (d) the YMCAs as a group vary considerably from the other functional settings with respect to certain aspects of program organization; and (e) there are no uniform standards of education and training for professional personnel, except for physicians. It was concluded that the rapid growth and diversity of exercise stress testing services have created a need for increased communication and cooperation among professionals concerning standards relative to procedures, protocols, and personnel.  相似文献   

17.
ABSTRACT

In order to investigate the effect of playing styles on the match performance of football teams, data were analysed on 18 technical performance-related variables and 8 physical performance-related variables from 59 matches in the 2018 FIFA World Cup. A k-means cluster analysis was conducted to classify all match observations into two clusters of tactical approach in order to identify the playing styles of teams (characterised as direct-play, possession-play and mixed-play). Separate Poisson regression models were run in the generalised mixed linear modelling to examine the differences in technical and physical performance between teams classified as using different playing styles when facing different opponents. Results showed that possession-play characterised teams achieved higher values in all the variables related to goal scoring, attacking and passing (ES: 0.32 ~ 1.27) and covered more distance in sprints and high-intensity running (ES: 0.33 ~ 0.47) than direct-play characterised teams. Both possession- and direct-play characterised teams achieved higher values in passing, pass accuracy and delivery into the attacking third playing against direct-play characterised teams than playing against possession-play characterised sides (ES: 0.22 ~ 0.98). These findings may provide insights into the establishment of performance profiles of teams with different tactical styles and the development of specific training drills to optimise playing style.  相似文献   

18.
Abstract

The purpose of this study was to test the validity of the games for understanding model by comparing it to a technique approach to instruction and a control group. The technique method focused primarily on skill instruction where the skill taught initially was incorporated into a game at the end of each lesson. The games for understanding approach emphasized developing tactical awareness and decision making in small game situations. Two physical education specialists taught field hockey using these approaches for 15 lessons (45 min each). The control group did not receive any field hockey instruction. Data were collected from 71 middle school children. Pretests and posttests were administered for hockey knowledge, skill, and game performance. Separate analyses of variance or analyses of covariance were conducted to examine group differences for cognitive and skill outcomes. The games for understanding group scored significantly higher on passing decision making than the technique and control groups during posttest game play and significantly higher than the control group for declarative and procedural knowledge. The games for understanding group scored significantly higher on control and passing execution than the other groups during posttest game play. For hockey skill, there were no significant differences among the treatment groups for accuracy, but the technique group recorded faster times than the control group on the posttest.  相似文献   

19.
Abstract

In this study, we examined the effects of augmented kinematic knowledge of performance (KP) on shooting performance and learning. Knowledge of performance described the aiming trajectory of the rifle barrel. The effects of knowledge of performance were evaluated in terms of shooting accuracy (shooting score), variability of the shooting score (root mean square error) and rifle stability (x- and y-deviation of rifle movement). The participants (n = 40) were randomly assigned to one of four groups: no-KP, 50% KP, 100% KP and a control group. The three experimental groups performed 480 shots during a 4 week acquisition phase in which feedback was provided. No-feedback retention tests were administered at 2 and 10 days after acquisition. There were no differences between groups during acquisition. In the 2 day retention test, the mean shooting score of the group receiving 100% knowledge of performance was significantly higher than that of the other groups. Furthermore, variability in shooting score for the 100% KP group was lower than that for the 50% KP and control groups. No significant differences were found in rifle stability between the experimental groups. In summary, a high frequency of kinematic knowledge of performance improved shooting accuracy, but the effect appeared to be temporal, disappearing in the 10 day retention test. Given that a parallel effect was not found in rifle stability, future research should focus on examining the reasons for this improvement in shooting score.  相似文献   

20.
Abstract

Female novice tennis players (N = 42) were randomly assigned to one of three videotape replay (VTR) conditions: Performance Information Feedback (PIF); Environmental Information Feedback (EIF); or a combination of both (PEIF) to ascertain whether the treatments differentially affected open (ground-strokes) and closed (serve) skills. Performance measures were obtained on a pretest and posttest as well as during session 4 and session 8. Cues appropriate to the VTR condition were employed to direct the subjects' attention. Two analyses were conducted: a MANOVA on the pretest/posttest improvement scores and a three factor ANOVA for the session 4/session 8 scores. For the first analysis, follow-up ANOVAs revealed that for forehand and backhand PEIF improved more than either PIF or EIF and that EIF improved more than PIF. For the serve PEIF improved more than PIF and EIF but the latter two were not significantly different. In the three factor ANOVA all main effects were significant: PEIF was better than EIF and both were better than PIF; serve scores were higher than those for groundstrokes; and session 8 scores were higher than those for session 4. In addition, all interactions except that for skill × session were significant. Based on the results it is recommended that in closed skills PEIF or PIF be used but not EIF and in open skills PEIF or EIF be used but not PIF. The results were also discussed with respect to the Gentile (1972)and Schmidt (1975) views on open and closed skills. While there is some support for Gentile's position it was concluded that further research is necessary.  相似文献   

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