Effects of Student Skill Level on Knowledge, Decision Making, Skill Execution and Game Performance in a Mini-Volleyball Sport Education Season

2015 ◽  
Vol 34 (4) ◽  
pp. 626-641 ◽  
Author(s):  
Pilar Mahedero ◽  
Antonio Calderón ◽  
José Luis Arias-Estero ◽  
Peter A. Hastie ◽  
Anthony J. Guarino
Keyword(s):  
Decision Making ◽  
Skill Level ◽  
Future Research ◽  
Sport Education ◽  
Game Play ◽  
School Students ◽  
Test Analysis ◽  
Progressive Development ◽  
Student Skill ◽  
Game Performance

The purpose of the paper was to examine the effects of student skill level on knowledge, decision making, skill execution and game performance in a minivolleyball Sport Education season. Forty-eight secondary school students from two classes participated in a 12 lesson season. Knowledge, decision-making and skill execution (components of game play) were evaluated prior to and on completion of the season. Paired t test analysis showed that the game performance components of decision making and game play achieved significant gains. Further, results of the regression analyses detected that the sigmoidal model was indeed superior to the linear model for (a) skill execution, (b) game play, and (c) knowledge, by explaining 4.0, 2.8, and 3.25 times more of the variance respectively. That is, improvements of the highest and lowest skilled students were less significant than those of more moderate levels. This outcome, accompanied by a lack of general improvement in skill execution, suggests that future research should examine in more detail the progressive development of the tasks and learning experiences incorporated during seasons of Sport Education.

Grouping Students by Skill Level in Mini-Volleyball: Effect on Game Performance and Knowledge in Sport Education

2021 ◽  
pp. 003151252110218
Author(s):  
M. Pilar Mahedero ◽  
Antonio Calderón ◽  
Peter Hastie ◽  
José L. Arias-Estero
Keyword(s):  
High School Students ◽  
Learning Experience ◽  
Skill Level ◽  
Sport Education ◽  
School Students ◽  
Performance Variables ◽  
Paired Samples ◽  
Grouping Students ◽  
Post Test ◽  
Game Performance

The purpose of this study was to explore any differences in game performance variables and knowledge among a cohort of high school students who participated in either homogeneous or heterogeneous skill level groups (N = 126) across a 12-lesson mini-volleyball sport education unit of study. This study followed a mixed-methods approach using a quasi-experimental pre-test/post-test design. The quantitative variables analyzed were decision making, skill execution, game performance, game involvement, and game knowledge. We also evaluated students’ performance qualitatively, employing two methods: (a) experts’ analysis of students’ game performance, and (b) students’ and teachers’ perceptions of students’ performance. We analyzed quantitative data through a series of paired samples t-tests comparing pre- and post-test scores according to the grouping strategy. Students became more competent in their game play and more knowledgeable in their technique, the sport’s rules, tactical awareness, and general game knowledge. However, grouping students by skill level had no impact on gains in game performance variables and knowledge. Although sport education literature shows a preference for heterogeneity in ability-based grouping, within our data both heterogeneous and homogenous groups of higher and lower skilled students achieved improvements in game performance and knowledge, leading us to suggest that teachers who are interested in grouping students to create a meaningful learning experience should consider criteria other than student ability.

The long-term development of volleyball game play performance using Sport Education and the Step-Game-Approach model

2017 ◽  
Vol 25 (2) ◽  
pp. 311-326 ◽  
Author(s):  
Rui Araújo ◽  
Peter Hastie ◽  
Keith R Lohse ◽  
Cristiana Bessa ◽  
Isabel Mesquita
Keyword(s):  
High School Students ◽  
Student Performance ◽  
Linear Models ◽  
Assessment Instrument ◽  
Sport Education ◽  
Game Play ◽  
School Students ◽  
Performance Improvements ◽  
The Impact ◽  
Game Performance

The purpose of this study was to analyse 18 Portuguese high school students’ game play performance improvements across three hybrid Sport Education-Step-Game-Approach volleyball seasons. Students’ play performance at the entry and exit points of each season was evaluated using the Game Performance Assessment Instrument during 2 vs2 games. A series of hierarchical linear models was then constructed in order to quantify the impact of gender, skill and time on the students’ Game Performance Index scores over the three seasons. The best predictive model showed a nonlinear effect of time on student performance such that all participants’ levels improved from their first experience at the seventh-grade through to the end of the ninth-grade season. This study has shown the value of implementing multiple seasons of the same sport within Sport Education, as the implementation of three seasons seemed to produce a fading in the gaps between skill levels.

Student game-play performance in invasion games following three consecutive hybrid Sport Education seasons

2018 ◽  
Vol 25 (3) ◽  
pp. 691-712 ◽  
Author(s):  
Cláudio Farias ◽  
Isabel Mesquita ◽  
Peter Andrew Hastie
Keyword(s):  
Repeated Measures ◽  
Future Research ◽  
Sport Education ◽  
Game Play ◽  
Performance Improvements ◽  
Post Test ◽  
Group 2 ◽  
Performance Development ◽  
Game Forms ◽  
Game Performance

This study was the first to examine game performance according to the tactical structures of invasion games throughout three consecutive model-based units. Twenty-six seventh grade students participated in three Sport Education seasons (basketball, handball, and football) taught through the tactical framework Invasion Games Competence model. Team membership remained the same throughout the three seasons and pre- and post-test game-play of three-a-side games involving the same opponent teams was assessed. Measures included overall game performance and four tactical structures indices: creating scoring opportunities (CSO); setting up an attack (SUA); prevent CSO; and prevent SUA. A 3 (group) × 2 (time) repeated measures analysis of variance tested differences between sports in the five performance measures. Correlations between the four tactical structures and game performance were tested and a hierarchical multiple regression analysis was used to examine the predictive weight of the four tactical structures indices on game performance. While there were significant improvements in game performance of handball and football, but not in basketball, the breaking down of performance into tactical structures indices showed improvements in all seasons. The correlations increased across time between tactical structures indices and game performance and the predictive model of game performance extended to include the four tactical structures. Performance improvements were associated with contextual features of extended team membership and consequent attunement of game-play interpersonal dynamics, nature of peer-teaching mediation, and game forms design. Future research should examine the effects on game performance development of student augmented participation in problem-solving processes and asymmetric opposition game forms.

Does Sport Education promote equitable game-play participation? Effects of learning context and students’ sex and skill-level

2021 ◽  
pp. 1356336X2110138
Author(s):  
Cláudio Farias ◽  
Yessica Segovia ◽  
Carla Valério ◽  
Isabel Mesquita
Keyword(s):  
Repeated Measures ◽  
Cultural Context ◽  
Skill Level ◽  
T Test ◽  
Sport Education ◽  
Learning Context ◽  
Game Play ◽  
Test Analysis ◽  
Eighth Grade Students ◽  
Game Forms

This study conducted an innovative quantitative examination of the level of student game-play participation during two, consecutive and ‘naturalistically’ implemented, Sport Education (SE) seasons, while taking into account students’ sex and skill-level and the activity participation context (team practice/competition, handball/football). A total of 24 eighth-grade students (nine girls, 15 boys; Mage12.9±1.3) were affiliated in three teams of eight players (five boys and three girls per team) to participate in two consecutive SE seasons (handball: 12×45-min lessons; football: 12×45-min lessons). Students’ participation time in identical small-sided game forms was measured in team practice and competition contexts and analysed through four participation indicators (total, mean, structural, and intra-team participation). T-Test analysis examined differences between girls/boys and lower-skilled/higher-skilled students, in each season. Repeated measures T-Test analysed differences between the two seasons, for each variable and group and each participation context. Overall, although there was a relatively equitable participation of students in the game-play activities of the two seasons, the students’ ‘skill-level’ was a more influential variable in their participation than the variable ‘sex’. The higher-skilled students had higher total participation time than lower-skilled students in the second season (football). There was a more balanced interplay in girls’ and boys’ time of participation in the activities, although boys showed higher participation than girls (mean participation and intra-team participation) in the competition context of football. Teachers who seek equitable participation of students in learning activities should consider the social and cultural context of students and the situated effect of SE implementation, balancing team practice with competition activities.

scholarly journals Career Decision Making for Young Elite Athletes: Are We Ahead on Points?

2005 ◽  
Vol 14 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Majella J. Albion ◽  
Gerard J. Fogarty
Keyword(s):  
Decision Making ◽  
Secondary School ◽  
Secondary School Students ◽  
Elite Athletes ◽  
Athletic Identity ◽  
Career Decision ◽  
Measurement Scale ◽  
Future Research ◽  
Career Decision Making ◽  
School Students

A comparison is made between the career decision making of secondary school students who are also elite athletes and a sample of non-athlete students. The 226 athletes (111 females, 115 males) in the study were on sporting scholarships with the Australian Institute of Sport or state/territory institutions. Measures used included the Career Decision Difficulties Questionnaire and the Athletic Identity Measurement Scale. The non-athlete data were obtained from 272 secondary school students (149 females, 123 males). Only three athletes indicated a singular focus on a career in professional sport. There were significant relationships between athletic identity and career decision difficulties, especially in relation to dysfunctional myths, and there was only one difference between the difficulties reported by athletes and non-athletes. Tentative conclusions are drawn about the factors that impact on career decision making among elite athletes and possible directions for future research.

Game Play Participation of Amotivated Students During Sport Education

2013 ◽  
Vol 32 (2) ◽  
pp. 149-165 ◽  
Author(s):  
Tristan Wallhead ◽  
Alex C. Garn ◽  
Carla Vidoni ◽  
Charli Youngberg
Keyword(s):  
High School Students ◽  
A Priori ◽  
Need Satisfaction ◽  
Sport Education ◽  
Participation Rates ◽  
Success Rates ◽  
Game Play ◽  
School Students ◽  
Significant Difference ◽  
Motivational Profiles

Sport Education has embedded pedagogical strategies proposed to reduce the prevalence of amotivation in physical education. The purpose of this study was to provide an examination of the game play participation rates of amotivated students within a Sport Education season. A sample of 395 high school students participated in a season of team handball. A multistep cluster analysis approach revealed three motivational profiles: amotivated, moderate and high clusters. A priori analyses revealed differences in perceived effort, enjoyment, and need satisfaction across the three profile groups. Game play participation rates coded throughout the season revealed no significant differences in ball engagement or success rates across motivational profile groups. A significant difference occurred in active game participation between the high and amotivated students. Results suggest that Sport Education elicits a level of inclusive game play participation across students of different motivational profiles.

scholarly journals Influencia de la habilidad física percibida sobre la actitud del alumnado tras una unidad didáctica basada en Educación Deportiva (Influence of perceived skill on the attitude of students after a Sport Education unit)

Retos ◽  
2015 ◽  
pp. 16-20
Author(s):  
Antonio Calderón ◽  
Diego Martínez de Ojeda ◽  
Isabel Mª Martínez
Keyword(s):  
Decision Making ◽  
Physical Education ◽  
Learning Environments ◽  
Future Research ◽  
Sport Education ◽  
Physical Ability ◽  
Pedagogical Model ◽  
Positive Attitudes ◽  
Tenth Grade ◽  
Toma De Decisiones

En el presente trabajo se analizó desde una doble perspectiva (docente y alumnos) las sinergias que pueden existir entre la habilidad física percibida y la actitud del alumnado hacia la práctica de la educación física, tras la experiencia con una unidad didáctica bajo las premisas del modelo de Educación Deportiva. Para ello se registraron pre y post las variables objeto de estudio a través de cuestionario, diario y entrevistas, de una clase de cuarto de Secundaria (n=16) y de su docente. Tras el análisis, se ha podido comprobar que el modelo de Educación Deportiva genera entornos de aprendizaje que fomentan la autonomía y la toma de decisiones por parte de los alumnos, lo que estimula en los mismos, actitudes positivas hacia la práctica en educación física, también condicionadas por su habilidad física percibida. Variables estas últimas que deberían ser abordadas en investigaciones futuras, de forma conjunta con otras variables psicológicas y didácticas importantes.Palabras clave: Motivación, modelos de enseñanza, competencia percibida, Educación Deportiva.Abstract: The purpose of this paper was to analyze from the student and teachers’ view, the synergies between perceived skill and attitude of students, after a Sport Education unit. To do this, it was measured pre and post the variables under study, through survey, teacher’s log and interviews, of a tenth grade class (n = 16) and its teacher. Sport Education creates learning environments that promote autonomy and decision-making by students, increasing their positive attitudes towards physical education, also conditioned by perceived physical ability. Future research should be done together with other important educational and psychological variables.Keywords: Motivation, pedagogical model, perceived skill, Sport Education.

scholarly journals The Impact of Age and Type of School in Career Decision-Making Difficulties

2021 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Grace Omejevwe Akpochafo
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Career Decision ◽  
Career Decision Making ◽  
School Students ◽  
Test Analysis ◽  
Significant Difference ◽  
Private And Public ◽  
The Impact ◽  
Type Of School

The research investigated age, type of school and career decision-making difficulties. It used a purposeful drawn sample of 341 secondary school students in Delta State. To guide the study, two research questions were raised and two hypotheses were formulated. The Career Decision-Making Difficulties Questionnaire (CDDQ) by Gati, Krausz and Osipow (1996) was used for data collection. Data obtained were analysed by inferential statistics of mean, standard deviation and t-test analysis. The results revealed no significant differences in terms of age and type of school attended, but there was a significant difference between private and public schools in seven of the ten distinct categories. Discussion of the findings, conclusions and recommendations are provided.   Received: 24 September 2020 / Accepted: 13 December 2020 / Published: 17 January 2021

scholarly journals Assessment of Secondary School Students’ Game Performance Related to Tactical Contexts

2014 ◽  
Vol 42 (1) ◽  
pp. 223-234 ◽  
Author(s):  
David Gutiérrez ◽  
Jennifer Fisette ◽  
Luis Miguel García-López ◽  
Onofre Contreras
Keyword(s):  
Decision Making ◽  
Developmentally Appropriate ◽  
School Students ◽  
Teaching Games For Understanding ◽  
Context Adaptation ◽  
Team Handball ◽  
Physical Education Students ◽  
Significant Relationships ◽  
Game Context ◽  
Game Performance

Abstract Certain limitations remain unaddressed when utilizing the Teaching Games for Understanding approach, suggesting the need for more research on authentic assessment of skill development and tactical awareness in order to guide the design of developmentally appropriate curriculum materials. This study investigated physical education students’ (n=19; age: 13.71 ± 0.4) game performance during an invasion game, specifically the relationship between their skill execution and decision-making ability. The purpose of the study was twofold: (a) to devise and implement a ‘game context’ approach to assess the game performance components and in doing so, (b) to provide information that could be used to design suitable learning progressions within tactical teaching approaches. Students’ game performance was videotaped, and measures of skill execution and decision-making were developed from observational analyses. Decision-making was measured at two levels: a) decision making restricted to the selection of technical-tactical skills (i.e., passing, moving with the ball, getting free, marking, tackling, double teaming and interception; and b) decisionmaking in the adaptation to the tactical contexts of the game. Participants played a 5 vs. 5 modified eight-minute team handball game. Participants scored significantly higher in penetrating-the-defense context adaptation than in keepingthe- ball context adaptation. Participants showed a higher efficiency in decision-making than in execution in most of the technical-tactical skills; including on-the-ball over off-the-ball decision-making, and in attack compared to defensive execution. The findings also revealed significant relationships between decision-making and skill execution in shooting, tackling and passing

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