scholarly journals The impact of a hybrid Sport Education–Invasion Games Competence Model soccer unit on students’ decision making, skill execution and overall game performance

2012 ◽  
Vol 18 (2) ◽  
pp. 205-219 ◽  
Author(s):  
Isabel Mesquita ◽  
Cláudio Farias ◽  
Peter Hastie
Keyword(s):  
Decision Making ◽  
Retention Test ◽  
Strong Impact ◽  
Sport Education ◽  
Competence Model ◽  
Skill Levels ◽  
Fifth Grade Students ◽  
Post Test ◽  
The Impact ◽  
Game Performance

The purpose of this study was to examine the impact of a hybrid Sport Education–Invasion Games Competence Model (SE-IGCM) unit application on students’ improvements in decision making, skill execution and overall game performance, during a soccer season. Twenty-six fifth-grade students from a Portuguese public elementary school participated in a 22-lesson season, in which pre-test, post-test and retention test measures were analyzed through the instrument developed by Blomqvist et al. (2005). Results showed that teaching a soccer unit in a SE environment sustained by the learning tasks structure provided by the IGCM offered students a chance to improve skill execution, as well their tactical decision making. The overall results showed a strong impact on students’ learning, especially for girls and low skill-level students, fostered by the equitable participation. The retention test was particularly important to assess gains of students of all skill levels, particularly the low-skilled students.

Game Performance and Understanding Within a Hybrid Sport Education Season

2015 ◽  
Vol 34 (3) ◽  
pp. 363-383 ◽  
Author(s):  
Cláudio Filipe Farias ◽  
Isabel Ribeiro Mesquita ◽  
Peter A. Hastie
Keyword(s):  
Authentic Learning ◽  
Wilcoxon Test ◽  
Fifth Grade ◽  
Sport Education ◽  
Competence Model ◽  
Combined Application ◽  
Learning Tasks ◽  
Males And Females ◽  
The Impact ◽  
Game Performance

The impact of a hybrid Sport Education-Invasion Games Competence Model (IGCM) unit of instruction on students’ game performance and game understanding in soccer was examined in this study. Pre- and posttest measures were collected from one fifth grade class of students (n = 24, mean age 10.3) residing in Portugal during a 17-lesson unit of instruction (season). Students’ game performance during multiple 10-min long matches was assessed using the coding instrument of Blomqvist, Vänttinen, and Luhtanen (2005). An author developed game understanding test was used to assess knowledge on decision making and skill execution. Performance differences between males and females were examined using the Mann-Whitney test and student improvement pre- to poststudy was examined using the Wilcoxon test. The combined application of Sport Education (authentic learning environment) and the IGCM (with learning tasks focused on the specific tactical-content and skills of soccer) promoted improvements in students’ game performance and understanding, and increments on the correlations between both constructs.

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.

Exploring Game Performance and Game Involvement: Effects of a Sport Education Season and a Combined Sport Education—Teaching Games for Understanding Unit

2021 ◽  
pp. 1-14
Author(s):  
Eva Guijarro ◽  
Ann MacPhail ◽  
Natalia María Arias-Palencia ◽  
Sixto González-Víllora
Keyword(s):  
Physical Education ◽  
Assessment Instrument ◽  
Sport Education ◽  
Systematic Observation ◽  
Teaching Games For Understanding ◽  
Fifth Grade Students ◽  
Video Recordings ◽  
Combined Use ◽  
Combined Models ◽  
Game Performance

Purpose: The purpose of this study was to establish any difference in terms of game performance and game involvement using Sport Education (SE) or a combined use of SE and Teaching Games for Understanding (TGfU). In a bid to facilitate future implementation of these models, the study provides a rich description of the pedagogies arising during both interventions. Method: The participants were 85 fourth- and fifth-grade students (aged 9–11) from four physical education classes within one elementary school. The content was a 15-lesson season of basketball taught through the principles of SE or a combined use of SE and TGfU. The game performance assessment instrument was used in a systematic observation of video recordings of students’ game behavior. Results: In terms of decision making, support, overall game performance, and game involvement, a combined use of SE and TGfU unit overtakes the scores in SE. Conclusions: There is evidence that supporting the use of combined models in the physical education context can improve students’ game performance and game involvement.

scholarly journals The Impact of Nonlinear Pedagogy on Decision-Making and Execution in Youth Soccer Players According to Game Actions

2018 ◽  
Vol 62 (1) ◽  
pp. 185-198 ◽  
Author(s):  
Alba Práxedes ◽  
Fernando Del Villar ◽  
David Pizarro ◽  
Alberto Moreno
Keyword(s):  
Decision Making ◽  
Soccer Players ◽  
Teaching Program ◽  
Evaluation Tool ◽  
Youth Soccer ◽  
Two Phases ◽  
And Performance ◽  
Play Action ◽  
The Impact ◽  
Game Performance

AbstractThe aim of this study was to analyze the effect of a teaching program, based on Non-Linear Pedagogy, on decision-making and performance in youth soccer players as a function of the type of play action. Our participants were 19 players from the U12 age category. The teaching program, which was based on the application of modified games characterized by a numerical superiority in attack, was used for 14 training sessions. This program was conducted in two phases (preparation-for-intervention and intervention). Decision-making and execution for pass and dribbling actions were evaluated through the Game Performance Evaluation Tool. The results showed significant differences in favour of the experimental group in decision-making (p < .000) and the execution of passes (p = .003) after the intervention. However, such differences were not found for dribbling (decision-making, p = .402 and execution, p = .143). These findings demonstrate the effectiveness of this type of program for teaching actions with a high tactical component, such as the pass, and a different approach must be considered in actions with a high technical component, such as dribbling. It is necessary to continue developing studies in this line to clarify these issues.

Does a course on the history and philosophy of chemistry have any effect on prospective chemistry teachers’ perceptions? The case of chemistry and the chemist

2017 ◽  
Vol 18 (4) ◽  
pp. 601-629 ◽  
Author(s):  
G. Sendur ◽  
M. Polat ◽  
C. Kazancı
Keyword(s):  
Prospective Teachers ◽  
Retention Test ◽  
State University ◽  
Structured Interviews ◽  
Philosophy Of Chemistry ◽  
Chemistry Teachers ◽  
Teachers Perceptions ◽  
Post Test ◽  
History Of ◽  
The Impact

The creative comparisons prospective chemistry teachers make about “chemistry” and the “chemist” may reflect how they perceive these concepts. In this sense, it seems important to determine which creative comparisons prospective teachers make with respect to these and how these can change after the history of chemistry is treated in the classroom. This study seeks to investigate the impact of the basic History and Philosophy of Chemistry course on prospective chemistry teachers’ perceptions towards chemistry and the chemist. The study was conducted during the 2012–2013 academic year at a state university in Turkey with 38 prospective chemistry teachers. A creative comparisons questionnaire and semi-structured interviews were used as data collection instruments in the study. This questionnaire was administered to the prospective teachers in the form of a pre-test, post-test, and retention test. Results of the analysis showed that the prospective teachers produced creative comparisons related to chemistry in the pre-test that mostly relied on their own experiences and observations, but that in the post-test and retention test, their comparisons mostly contained references to the role of chemistry in daily life, its development, and its facilitating aspects. Similarly, it was observed that in the pre-test, the prospective teachers made creative comparisons regarding the chemist that related mostly to the laboratory, but that the post-test and retention test rather contained the aspects of chemists as researchers, meticulous persons, facilitators and managers. Also, 18 prospective teachers were engaged in interviews to understand their prior knowledge about chemistry and the chemist, as well as the reasons for the changes in their creative comparisons. The results of the interviews indicated that a large majority of the prospective teachers were able to fully reflect on their inadequacy about their previous knowledge about “chemistry” and “chemist,” and it was seen that they could explain the reason they changed their creative comparisons as an outcome of the History and Philosophy of Chemistry course. In the light of these results, it can be said that the History and Philosophy of Chemistry course may help prospective chemistry teachers in their perceptions about both chemistry and the chemist and may add depth to their knowledge.

scholarly journals Impact of Life Skills on Leadership Development

2015 ◽  
Vol 2 (3) ◽  
pp. 273-274
Author(s):  
Kriti Vashishtha
Keyword(s):  
Decision Making ◽  
Leadership Development ◽  
Problem Solving ◽  
Life Skills ◽  
School Level ◽  
Problem Solving Skills ◽  
Psychosocial Skills ◽  
Post Test ◽  
Affective Components ◽  
The Impact

Life skills are basically the psychosocial skills which include personal, social, interpersonal, cognitive and affective components on an individual. For a better life one needs to have better decision making and problem solving skills. If any head or leader posses these characteristics then his/her tasks of making his/her leadership effective also becomes easy. Present study aims to see the impact of life skills sessions on problem solving and decision making attitude of school level leaders. For this purpose, 150 students were selected from 10 different schools. The age group ranged between 16-18 years. It is a pre and post test study. After taking the pre-test of the students (head/leaders) on the basis life-skills questionnaire by NCERT, the students were provided with 10 life-skills sessions (5 on problem solving and 5 on decision making, one session per day). After the sessions, the same questionnaire was administered on the students. On the basis of students’ response, t-test was applied and results have showed a significant enhancement in the skills of decision making and problem solving in the leaders.Int. J. Soc. Sci. Manage. Vol-2, issue-3: 273-274 DOI: http://dx.doi.org/10.3126/ijssm.v2i3.12650   

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.

scholarly journals OUTCOME BASED LEARNING: A PANACEA FOR QUALITY EDUCATION

2021 ◽  
Vol 9 (5) ◽  
pp. 8-23
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Redox Reaction ◽  
Retention Test ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Study Group ◽  
Text Book ◽  
Post Test ◽  
The Impact

            The curriculum framework asserts learner to debate, dissent form individual opinion on ideas, systems, practices by nurturing skills to think and reason independently.  Participatory learning activity is envisioned as a process whereby learners construct concept through assimilation, absorption, interaction and reflection.  In the present paper experiential learning activity are designed to ensure that the students are encouraged to seek out knowledge from their hands-on activity than the text book in their own experiences. In the present paper attempt is made to investigate the impact of conventional method of teaching and experiential learning activities on attainment of knowledge and retention of knowledge in learning redox reaction.  Data is collected by using pre-test, post-test and retention test.  Instrument is validated by experts.  Stratified random method is applied to draw the sample.  Totally 50 students participate in the study.  Sample is separated into two: control and the study group. Control group is exposed to the conventional chalk and talk method while the students from the study group are exposed to Experiential Learning Activities.  The result of the study reveals that there is noteworthy difference in the mean score in learning redox reaction in the scores of pre-test, post-test and retention test between the study group and the control group.

A cancer organogram test as a guide for oncology treatments in SOLID tumors: An analysis of 628 tests in 419 patients.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 2602-2602
Author(s):  
Astrid Margossian ◽  
Madison Pollastro ◽  
Annie Richardson ◽  
Payel Chatterjee ◽  
Mia Lints ◽  
...  
Keyword(s):  
Decision Making ◽  
Success Rate ◽  
Solid Tumors ◽  
Drug Sensitivity ◽  
High Rate ◽  
Therapeutic Decision ◽  
Post Test ◽  
Cancer Types ◽  
The Impact ◽  
Test Treatment

2602 Background: A CLIA-certified organoid based drug sensitivity assay (a cancer organogram) has been developed for all solid tumors. An actionable report of organogram sensitivities to endocrine, chemotherapy and targeted agents, produced a drug sensitivity score as a tool to inform therapy decision making. Objectives: To evaluate the success rate of organoid derivation, the organogram drug responses across cancer types and to analyze the impact of the organogram report on therapeutic decision making. Methods: From 2016 to 2020, 628 cancer organograms were performed, with 513 tumor samples from 419 cancer patients. Within 48 hours of collection, fresh samples of tumor cells obtained from core biopsies, surgical excisions, or fluids were cultured, the majority as 3D organoids. Drug screens were performed with a library of up to 220 drugs, and dose-response was evaluated across a range of concentrations for each drug. Organogram sensitivity was ranked as response in five categories based on SPM Score: Exceptional (SPM15/14), Good (13/12), Moderate to Low (11/9), and None( < 9). 118 drugs on average were tested per screen (range: 68-152), so in a total of 628 organograms, more than 70,000 individual drug trials have been performed. The median turnaround time was 28 days (range: 19.5-51.5). Results: Of the 513 collected samples, 314 were fresh specimens: 96 core biopsies, 151 surgical specimens, and 67 fluids (pleural effusions or ascites), with an organoid derivation success rate of 58.3%, 78%, and 88%, respectively. Overall success rate in organoid derivation was 70.2%. Samples with poor viability and low tumor cell count (22%) were rejected. The primary cancer types tested were ovarian (n = 92, 17.9%), breast (n = 73, 14.2%), colorectal (n = 70, 13.6%), pancreatic (n = 51, 9.9%), cholangiocarcinoma (n = 42, 8.1%), and other solid tumors (n = 185, 36%). Median age of patients was 56 years old (range: 5-83), most of them heavily pretreated. 20.45% of drugs screened had exceptional and good responses (SPM score 15-12) (SD: 17.92%). We reviewed genomic data from 374 third-party genomic reports. The most frequent genomic alterations found were TP53 (n = 143, 38.2%), BRCA1 and BRCA2 (n = 47, 12.5%) CDKN2A (n = 42, 11.2%), FGFR1/2/3/4 (n = 41, 10.9%), and PIK3CA (n = 38, 10.1%). Post-test treatment information is available for a subset of 61 patients. The treating physician made an organogram-guided therapeutic decision in 32/44 patients with post test treatment drugs scored (72%). Conclusions: The cancer organogram test has a high rate of success in generating an actionable report that identifies therapies for patients with limited therapeutic options, including those with no known genomic biomarkers. The organogram guided selection of therapeutics for a significant subset of patients, nearly 4 times the rate reported with genomic testing alone.

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