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1.
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
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Linus J. Dowell 《Research quarterly for exercise and sport》2013,84(3):496-504
Abstract Two hundred high school and college students were paired to compete in two game abstracts to determine the effect of “game strategy” on winning two-person, zero-sum, finite strategy games involving a motor skill and to determine the effect of play experience on rational decision making. Subjects competed in eight series of ten plays for a total of 8,000 plays, under the following conditions: play vs. play, play-skill vs. play-skill, strategy-skill vs. play-skill, strategy vs. play, play-skill vs. strategy-skill, play vs. strategy, strategy vs. strategy, and strategy-skill vs. strategy-skill. Results indicate that “game strategy” contributes significantly to the winning of two-person, zero-sum, finite strategy games involving a motor skill and that rational decision making improves through experience. Within the limitations of this study it was concluded that play experience contributes to rational decision making in simple strategy games while “game strategy” is beneficial to winning complex strategy games. 相似文献
3.
Ewout A. Timmerman Geert J. P. Savelsbergh Damian Farrow 《Research quarterly for exercise and sport》2019,90(2):180-189
Purpose: The purpose of this study was to determine the influence of eight different small-sided games (SSG) on physical, technical, and decision-making demands of training environments in U14 field hockey. Methods: A total of 13 participants played eight different training games consisting of two 7.5-minute halves, where number of players (three per side or six per side) and/or field characteristics (normal game, cage hockey game, possession game, and two-goals game) was manipulated. Match performance was determined by using notational analysis, and physical demands were determined by using GPS analyses. Results: Findings revealed that lowering the number of players increased the number of technical actions performed per player and the physical demands of the SSG. Findings of the field characteristics manipulation revealed that the possession game forced players to control the ball more as a team, which resulted in more passes (+4.82 passes) and fewer dribbles (?1.48 dribbles) and tackles (?0.69 tackles) compared to the normal game. The two-goals game led to players scoring more goals (+0.61 goals) compared to the normal game, while the cage hockey game increased passing (+1.46 passes) and physical demands (+7.32 meters per minute) compared to the normal game. Conclusion: It can be concluded from these findings that coaches and trainers are able to promote a change in playing behavior, and in turn the development of skills, by manipulating specific constraints of the training environment. 相似文献
4.
María Trinidad Morales-Belando José L. Arias-Estero 《Research quarterly for exercise and sport》2017,88(4):513-523
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
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对北京和香港两地小学生奥林匹克教育计划作用效果的比较研究 总被引：4，自引：0，他引：4
就奥林匹克教育计划对香港、北京两地学生作用的效果进行比较研究。结果显示:经12周的实验后,无论香港还是北京的活动实验组,在奥林匹克知识方面都获得了极大的提高。同时,教师也在体育课上越来越多地讲授相关的奥林匹克知识(P<0.01)。在培养学生公平竞争和行为的道德观念方面,香港地区的理论实验组和活动实验组在道德理性和行为方面的得分远远高于对照组(P<0.01)。北京的活动实验组在道德取向方面的得分远远高于对照组和理论实验组(P<0.01),而活动实验组和理论实验组在道德行为方面的得分远远高于对照组(P<0.01)。实验后两地区间的所有变量并不存在显著性差异。 相似文献
7.
探讨幼儿足球对幼儿粗大动作发展水平的影响,为干预幼儿粗大动作发展提供依据。选取嘉兴市108名5~6岁幼儿为受试对象,以班级为单位随机分为干预组与对照组。干预组进行12周幼儿足球游戏活动教学,2次*40min/周;对照组幼儿为静态性的课堂班级活动。干预前后采用PGMQS测量幼儿位移能力、操控能力及平衡能力。采用独立样本t检验、配对样本t检验及协方差分析两组幼儿前后测结果的差异性。结果显示:①干预前,两组幼儿粗大动作发展水平无显著性差异(P>0.05);干预后,两组幼儿粗大动作发展水平存在显著性差异(P<0.05),干预组高于对照组。②干预组和对照组幼儿后测结果与前测结果间均存在显著性差异(P<0.05),后测结果高于前测。研究结果表明幼儿粗大动作发展存在延长效应,但结构化幼儿足球游戏活动明显提高了幼儿粗大动作发展水平。因此建议抓牢幼儿早期动作发展的敏感期,以动作发展为主线科学设计幼儿足球游戏活动并保证活动的顺利开展,为幼儿健康、全面发展奠定良好的基础。 相似文献
8.
Abstract Two college service classes, each containing 20 subjects, were taught beginning tennis skills. The traditionally taught Group (Group A), and the programed group (Group B), were first determined homogeneous in height, weight, the Hewitt Revised Dyer Backboard Tennis Test (HRDBTT), and the American College Test before the teaching methods were initiated. After 14 periods of instruction, the groups were compared on various measures. The results of the study indicated that: (1) the general skill level of the groups, as measured by the Hewitt Revised Dyer Backboard Tennis Test, and a single-elimination tournament, was not significantly different; (2) the traditionally taught group improved significantly in general skills while the programed group did not; and (3) the programed group received better subjective rating scores on form than did the traditionally taught group. 相似文献
9.
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
10.
Peter A. Hastie Antonio Calderón Ramiro J. Rolim Anthony J. Guarino 《Research quarterly for exercise and sport》2013,84(3):336-344
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
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Early research into how goals were scored in association football (Reep and Benjamin, ) may have shaped the tactics of British football. Most coaches have been affected, to a greater or lesser extent, by the tactics referred to as the “long-ball game” or “direct play”, which was a tactic employed as a consequence of this research. Data from these studies, published in the late 1960s, have been reconfirmed by analyses of different FIFA World Cup tournaments by several different research groups. In the present study, the number of passes that led to goals scored in two FIFA World Cup finals were analysed. The results conform to that of previous research, but when these data were normalized with respect to the frequency of the respective lengths of passing sequences, there were more goals scored from longer passing sequences than from shorter passing sequences. Teams produced significantly more shots per possession for these longer passing sequences, but the strike ratio of goals from shots is better for “direct play” than for “possession play”. Finally, an analysis of the shooting data for successful and unsuccessful teams for different lengths of passing sequences in the 1990 FIFA World Cup finals indicated that, for successful teams, longer passing sequences produced more goals per possession than shorter passing sequences. For unsuccessful teams, neither tactic had a clear advantage. It was further concluded that the original work of Reep and Benjamin (), although a key landmark in football analysis, led only to a partial understanding of the phenomenon that was investigated. 相似文献
12.
Early research into how goals were scored in association football (Reep and Benjamin, 1968) may have shaped the tactics of British football. Most coaches have been affected, to a greater or lesser extent, by the tactics referred to as the "long-ball game" or "direct play", which was a tactic employed as a consequence of this research. Data from these studies, published in the late 1960s, have been reconfirmed by analyses of different FIFA World Cup tournaments by several different research groups. In the present study, the number of passes that led to goals scored in two FIFA World Cup finals were analysed. The results conform to that of previous research, but when these data were normalized with respect to the frequency of the respective lengths of passing sequences, there were more goals scored from longer passing sequences than from shorter passing sequences. Teams produced significantly more shots per possession for these longer passing sequences, but the strike ratio of goals from shots is better for "direct play" than for "possession play". Finally, an analysis of the shooting data for successful and unsuccessful teams for different lengths of passing sequences in the 1990 FIFA World Cup finals indicated that, for successful teams, longer passing sequences produced more goals per possession than shorter passing sequences. For unsuccessful teams, neither tactic had a clear advantage. It was further concluded that the original work of Reep and Benjamin (1968), although a key landmark in football analysis, led only to a partial understanding of the phenomenon that was investigated. 相似文献
13.
Paul G. Schempp John T. F. Cheffers Leonard D. Zaichkowsky 《Research quarterly for exercise and sport》2013,84(2):183-189
Abstract Attitudes, creativity, self-concept and motor skills were measured to determine the influence of decision-making on elementary children. Three groups of children (N = 208) were tested, one group was taught with the teacher dominating all classroom decisions, another group was encouraged to share in the decision-making, and a third group served as a control. Data were collected immediately before and after an eight-week instructional period. MANCOVA indicated that the two treatment groups had significantly higher scores than did the control group, and the shared decision-making group scored significantly higher than the teacher dominated group on measures of creativity, motor skills and self-concept. A 2 (treatment) × 2 (sex) × 5 (grade) ANOVA revealed significantly more positive attitude scores for children allowed to make decisions regarding their learning. Further, Pearson product-moment correlation showed the tested variables to be independent measures of a child's development. 相似文献
14.
《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
15.
Hopper CA Munoz KD Gruber MB Nguyen KP 《Research quarterly for exercise and sport》2005,76(2):130-139
This study examined the efficacy of a school-based exercise and nutrition program with a parent component. Third-grade children (N = 238) from six elementary schools participated in the study, with three schools randomly assigned to a program group and the other three schools to a control group. The program group received a health-related fitness school-based program and a home program that required parents and children to complete activities and earn points for nutrition and exercise activities. The control group received their traditional physical education and nutrition education program. Univariate analysis of variance on pre- and posttest scores were completed on the following variables: height, weight, body mass index, skinfold, blood cholesterol, mile run, exercise and nutrition knowledge, calories, protein, carbohydrates, total fat, saturated fat, dietary cholesterol, fiber, sodium, percentage of calories from carbohydrates, and percentage of calories from fat. At pretest, the treatment and control groups did not significantly differ on the measures using schools as the unit of analysis. Girls scored significantly higher than boys on skinfold and pretest knowledge. At posttest, the treatment group scored significantly higher than the control group on exercise and nutrition knowledge and significantly lower than the control group on total fat intake, using schools as the unit of analysis. There was no improvement in physiological measures, including blood cholesterol. The study demonstrated that schools can adjust curriculum to meet some health needs of students and achieve modest changes in exercise and nutrition knowledge and diet. The family component of the program provided a practical approach to improving physical activity and nutrition behaviors for elementary school teachers who teach many participants in a crowded curriculum. 相似文献
16.
本文阐述了练习、互惠、包含模式在高校排球基本技能教学中运用和对比性实验研究.研究结果证实练习模式成绩要明显高于互惠和包含模式,互惠和包含模式的成绩没有显著性区别.另外,男生在练习模式中的成绩明显好于互惠和包含模式,而女生在互惠和包含模式中的成绩明显好于男生.结论是在大学排球教学中,三种教学模式按照教学效果降序排列,男生是：练习、互惠、包含模式;女生是：包含、互惠、练习模式. 相似文献
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Philippe J. Renaud Shawn M. K. Robbins Philippe C. Dixon Jaymee R. Shell René A. Turcotte David J. Pearsall 《Sports Engineering》2017,20(4):255-266
The forward skating start is a fundamental skill for ice hockey players, yet extremely challenging given the low traction of the ice surface. The technique for maximum skating acceleration of the body is not well understood. The aim of this study was to evaluate kinematic ice hockey skating start movement technique in relation to a skater’s skill level. A 10-camera motion capture system placed on the ice surface recorded “hybrid-V” skate start movement patterns of high and low calibre male ice hockey players (n = 7, 8, respectively). Participants’ lower body kinematics and estimated body centre of mass (CoM) movement during the first four steps were calculated. Both skate groups had similar lower body strength profiles, yet high calibre skaters achieved greater velocity; skating technique differences most likely explained the performance differences between the groups. Unlike over ground sprint start technique, skating starts showed greater concurrent hip abduction, external rotation and extension, presumably for ideal blade-to-ice push-off orientation for propulsion. Initial analysis revealed similar hip, knee and ankle joint gross movement patterns across skaters, however, further scrutiny of the data revealed that high calibre skaters achieved greater vertical CoM acceleration during each step that in turn allowed greater horizontal traction, forward propulsion, lower double-support times and, accordingly, faster starts with higher stride rates. 相似文献
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在建构主义学习理论和认知学习双向理论的导引下,球类领会教学法形成了项目导入、比赛赏识、战术理解、临场决断能力培养、技能执行和运动表现等单元构成的教学流程与模式.领会教学法学习效果的评量采用技能评量、认知评量、情感评量与社会行为评量等方法.领会教学法具有运动情境中的乐趣激发、学生技能战术的自主性提升、游戏比赛的系统设计、战术与技能的双向驱动和益于终身运动习惯养成等特色,对摆脱以运动技术传习为核心的旧观念、形成球类教学新思路具有典型的示范性. 相似文献
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目的:初步探索农村地区学前儿童基本动作发展情况,以Newell的约束模型(constraints model)为理论基础,为学前儿童设计发展适宜性的身体活动,并检验为期8周的体育教学活动对幼儿基本动作发展的影响。方法:以山东省潍坊市某农村幼儿园学前儿童(n=109)为研究对象,以班为单位随机分配到实验组(n=54)和对照组(n=55)。实验组儿童参与为期8周的动作技能发展课程,对照组儿童参与幼儿园正常的教学活动。课程开始前和结束后一周内,采用TGMD-2对受试儿童进行测试。结果:1)研究中农村儿童的移动技能和物体控制技能的基线均显著低于TGMD-2的常模。2)经8周基本动作教学,实验组的后测GMQ显著高于对照组(P<0.001),对照组的GMQ在实验前后没有显著差异(P=0.087)。3)性别对教学干预无显著影响(P=0.703);实验组的后测移动技能和物体控制技能得分均显著高于对照组的后测成绩(P<0.001)。结论:研究中农村幼儿的基本动作发展相对滞后,物体控制技能发展水平低下是主要来源;为期8周的基本动作教学活动能够有效地促进农村学前儿童基本动作技能的发展。 相似文献
20.
Abstract The purpose of the present study was to describe the decision making processes employed by experienced and inexperienced teachers as they planned for and taught two lessons in physical education. Eight elementary physical education teachers with five years or more of teaching experience and eight elementary teachers in training thought aloud as they planned two physical education lessons subsequently taught to four elementary school children. Following each lesson, the decision making strategies employed during interactive instruction were accessed using a stimulated recall technique. Results indicated that, when planning, experienced teachers made more decisions concerning strategies for implementing instructional activities than did inexperienced teachers. During interactive teaching, experienced teachers focused most of their attention on individual student performance, while inexperienced teachers attended most frequently to the interest level of the entire class of students. The findings indicated that experienced teachers possess knowledge structures rich in strategies for managing students and facilitating psychomotor performance that enabled them to attend to individual student performance and alter their lessons in accordance to student needs. In contrast, inexperienced teachers possessed fewer of these strategies and focused their attention on the interest level of the entire class to insure that the children were busy, happy and well-behaved. 相似文献