Students’ game performance improvements during a hybrid sport education–step-game-approach volleyball unit

2015 ◽  
Vol 22 (2) ◽  
pp. 185-200 ◽  
Author(s):  
Rui Araújo ◽  
Isabel Mesquita ◽  
Peter Hastie ◽  
Cristiana Pereira
Keyword(s):  
Sport Education ◽  
Performance Improvements ◽  
Game Performance

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.

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.

scholarly journals Effects of Facilitating Reflection Teaching Integrated Sport Education on Baseball Team Students’ Critical Thinking Disposition and Game Performance

2020 ◽  
Vol 71 ◽  
pp. 115-125
Author(s):  
Jing XIE ◽  
Bingxin SU ◽  
Rui ZHANG ◽  
Yidan LI ◽  
Yunchao MA
Keyword(s):  
Critical Thinking ◽  
Point Of View ◽  
Process Time ◽  
Sport Education ◽  
Critical Thinking Disposition ◽  
Team Members ◽  
Learning Group ◽  
Quasi Experimental ◽  
Thinking Disposition ◽  
Game Performance

Students need diverse learning processes and different class modes to present diverse development in current teaching environment. In traditional education, physical education teachers mainly stress on students’ skill performance that most of time in the teaching process time sequence is used for skill teaching. Learning group in a team is the heterogeneous combination, with distinct degree of team members. Students therefore have the opportunity to precede different levels of discussion. Such a process allows students helping each other to enhance participants’ motivation through positive peer relationship. Sport education model is operated with teams, in which team members would develop suitable tactics and strategies through continuous discussions. Such discussions could assist in solving problems in real games to further achieve group goals. Such thinking, assisting individuals in achieving the goal, conforms to the point of view proposed in critical thinking. Experimental design model is applied to the quasi-experimental study. 246 students of a university in Fujian Province, as the experimental subjects, are preceded the 16-week (3 hours per week for total 48 hours) experimental teaching research. According to the results, suggestions are proposed, expecting to promote students’ game performance and enhance the critical thinking disposition.

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.

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.

scholarly journals Evaluating game performance from external experts in Sport Education: a case study of Handball

2013 ◽  
Vol 13 (1) ◽  
pp. 23-37 ◽  
Author(s):  
Peter Andrew Hastie ◽  
Todd Estel Layne ◽  
Isabel Mesquita
Keyword(s):  
Sport Education ◽  
Game Performance

scholarly journals Modifikasi pembelajaran: hybrid sport education-invasion games competence model terhadap performa permainan bola basket

2020 ◽  
Vol 6 (1) ◽  
pp. 157-172
Author(s):  
Boby Agustan ◽  
Nurlan Kusmaedi ◽  
Yudy Hendrayana ◽  
Bambang Abduljabar ◽  
Agi Ginanjar
Keyword(s):  
T Test ◽  
Systematic Sampling ◽  
Sport Education ◽  
Competence Model ◽  
Paired Samples ◽  
The One ◽  
Game Performance

Tujuan dari penelitian ini adalah untuk menguji perbedaan performa permainan bola basket siswa sebelum dan sesudah menggunakan Hybrid Sport Education-Invasion Games Competence Model (SE-IGCM). Metode penelitian yang digunakan dalam penelitian ini adalah metode eksperimen dengan menggunakan the one-group pretest-posttest design. Partisipan di dalam penelitian ini sebanyak 20 siswa SMA kelas X yang pilih dengan menggunakan systematic sampling. Instrumen dalam penelitian ini menggunakan Basketball Offensive Game Performance Instrument (BOGPI). Uji hipotesis dalam penelitian ini dengan menggunakan paired samples t-test. Hasil penelitian menyatakan bahwa terdapat perbedaan performa permainan bola basket pada siswa sesudah menggunakan Hybrid SE-IGCM. Penelitian ini memberikan penemuan bahwa Sport Education dengan menggunakan tiga tahap yang dimodifikasi dengan Invasion Games Competence Model dapat digunakan dalam pembelajaran pendidikan jasmani, khususnya dalam peningkatan performa permainan dalam bentuk invasi. Sehingga Hybrid SE-IGCM dapat digunakan dalam peningkatan performa permainan bola basket.

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