College Students’ Development of Badminton Skills and Tactical Competencies Following Play Practice

Purpose: The purpose of this study was to examine the effects of Play Practice (PP) instruction on badminton performance in college students. Method: A total of 66 students from the United States and China participated in units following either the principles of PP or skill-focused instruction. A nonequivalent control/comparison group experimental design with premeasure and postmeasure was used in this study. Separate analyses of variance with repeated measures (Time × Group) were conducted to examine the effects of PP and skill-focused instruction for each of the four dependent variables: (a) forehand clear, (b) wall volley, (c) game performance, and (d) tactical understanding. Results: Both PP and skill-focused instruction conditions were effective in improving participants’ skills from pretest to posttest. However, PP was also effective in improving participants’ game performance. Conclusion: PP effectively developed both fundamental skills and tactical aspects of badminton without diminishing the transfer effect from practice to games.

Download Full-text

Effects of Play Practice on Teaching Table Tennis Skills

Journal of Teaching in Physical Education ◽

10.1123/jtpe.31.1.71 ◽

2012 ◽

Vol 31 (1) ◽

pp. 71-85 ◽

Cited By ~ 10

Author(s):

Peng Zhang ◽

Phillip Ward ◽

Weidong Li ◽

Sue Sutherland ◽

Jackie Goodway

Keyword(s):

College Students ◽

Experimental Design ◽

Comparison Group ◽

Time Effect ◽

Repeated Measure ◽

Table Tennis ◽

Dependent Variables ◽

Control Comparison ◽

Tennis Skills

The purpose of this study was to examine the effects of Play Practice (PP) instruction on the performance of table tennis skills. Fifty-six college students in four intact classes were taught by two instructors using PP and Skill-focused Instruction (SI). A nonequivalent control/comparison group experimental design with pre and post measures was used. Three separate ANOVAs with a repeated measure (time effect) were conducted to examine the effects of PP and SI for each of the three dependent variables: (a) forehand drive accuracy, (b) forehand attack, and (c) serve. Results demonstrated that both PP and SI conditions were effective in improving participants’ skills in forehand drive, forehand attack, and serving from pre- to posttest. However, PP was more effective in improving participants’ skills in forehand attack and serving from pre to post as compared with SI.

Download Full-text

The Effects of Play Practice Instruction on the Badminton Content Knowledge of a Cohort of Chinese Physical Education Majors

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2021-0075 ◽

2021 ◽

pp. 1-9

Author(s):

Peter A. Hastie ◽

Wei Wang ◽

Hairui Liu ◽

Yaohui He

Keyword(s):

Physical Education ◽

Content Knowledge ◽

Repeated Measures ◽

Education Majors ◽

Specialized Content Knowledge ◽

Dependent Variables ◽

Control Comparison ◽

Physical Education Majors ◽

Tactical Understanding ◽

Game Performance

Purpose: The purpose of this study was to examine the effects of Play Practice instruction on the badminton content knowledge and skill of a cohort of Chinese physical education majors. Method: Seventy-two second-year students participated in semester-long courses following either the principles of Play Practice or skill-focused instruction. A control/comparison group experimental design with pre- and postmeasures was used in this study. Separate analyses of variance with repeated measures (Time × Group) were conducted to examine the effects of Play Practice and skill-focused instruction for each of four dependent variables: (a) forehand clear, (b) tactical understanding, (c) game performance, and (d) specialized content knowledge. Results: Students from both conditions made significant improvements in all four variables across the semester. However, students in the Play Practice condition showed significantly greater gains in tactical understanding, game performance, and specialized content knowledge. In particular, while 75% of students who experienced Play Practice reached the 3.0 benchmark score for adequate specialized content knowledge, only 8% of students in skill-focused instruction reached this standard.

Download Full-text

An Assessment of the Cues College Students Interpret From a Sexual Partner to Determine They Are Refusing

Journal of Interpersonal Violence ◽

10.1177/0886260521997930 ◽

2021 ◽

pp. 088626052199793

Author(s):

Tiffany L. Marcantonio ◽

Danny Valdez ◽

Kristen N. Jozkowski

Keyword(s):

United States ◽

College Students ◽

Sexual Partner ◽

Online Survey ◽

The United States ◽

Sexual Partners ◽

Sexual Scripts ◽

Nonverbal Cues ◽

Sexual Experiences ◽

Verbal Cues

The purpose of this study was to assess the cues college students use to determine a sexual partner is refusing vaginal-penile sex (i.e., refusal interpretations). As a secondary aim, we explored the influence of item wording ( not willing/non-consent vs refusal) on college students’ self-reported refusal interpretations. A sample of 175 college students from Canada and the United States completed an open-ended online survey where they were randomly assigned to one of two wording conditions ( not willing/non-consent vs refusal); students were then prompted to write about the cues they used to interpret their partner was refusing. An inductive coding procedure was used to analyze open-ended data. Themes included explicit and implicit verbal and nonverbal cues. The refusal condition elicited more explicit and implicit nonverbal cues than the not willing/non-consent condition. Frequency results suggested men reported interpreting more explicit and implicit verbal cues. Women reported interpreting more implicit nonverbal cues from their partner. Our findings reflect prior research and appear in line with traditional gender and sexual scripts. We recommend researchers consider using the word refusal when assessing the cues students interpret from their sexual partners as this wording choice may reflect college students’ sexual experiences more accurately.

Download Full-text