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.

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.

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.

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

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 THE EFFECTS OF SCIENCE LEARNING BASED ON THE SOCIO-SCIENTIFIC ISSUES WITH ISLAMIC VALUES ON LEARNERS’ ATTITUDES TOWARDS THE SOCIO-SCIENTIFIC ISSUES

2017 ◽  
Vol 2 (2) ◽  
pp. 231
Author(s):  
Rahimawati Abd. Rahim ◽  
Mohd. Ali Samsudin
Keyword(s):  
Repeated Measures ◽  
Science Learning ◽  
Socioscientific Issues ◽  
Future Research ◽  
School Students ◽  
Positive Effects ◽  
Post Test ◽  
Students Attitudes ◽  
Science Classes ◽  
Islamic Values

This study aimed to investigate the effects of ‘science learning based on the socio-scientific issues with Islamic values (PSBIS-NI)’ on form four secondary school students’ attitudes towards the socio-scientific issues. PSBIS-NI is a learning method that focuses on the socio-scientific issues with the integration of Islamic values. A learning module was developed based on PSBIS-NI conceptual model as a reference for the intervention of PSBIS-NI. The Pre-experimental design: One Group Pre Test-Post Test Design was employed in this study. The effects of PSBIS-NI on the variable were measured in the pretest, posttest and extended posttest. The purposive sampling was used to select 31 form four Muslim students from the science classes to undergo the PSBIS-NI intervention. A Science teacher and an Islamic Education teacher were involved collaboratively as facilitators during the intervention. Attitudes towards Socioscientific Issues Scale was administered to the students. Hypotheses were tested for statistical inference by using ANOVA repeated measures. Findings of the study indicate that PSBIS-NI has positive effects on the learners’ attitudes toward socio-scientific issues. This study contributes to science education in providing content and methods for implementation of PSBIS-NI through the development of PSBIS-NI Integrated Module. One of the suggestions for future research is to implement PSBIS-NI with a focus on specific skills such as argumentative and decision-making skills. Keywords: Attitude, Islamic values, Malaysia, socioscientific issues, Science learningCite as: Abd. Rahim, R. & Samsudin, M.A. (2017). Kesan pembelajaran Sains berasaskan isu sosiosaintifik dengan nilai Islam ke atas sikap pelajar terhadap isu sosiosaintifik [The effects of Science learning based on the socio-scientific issues with Islamic values on learners’ attitudes towards the socio-scientific issues]. Journal of Nusantara Studies, 2(2), 231-250. AbstrakKajian ini bertujuan mengkaji kesan pembelajaran sains berasaskan isu sosiosaintifik dengan nilai Islam (PSBIS-NI) ke atas sikap pelajar sekolah menengah tingkatan empat terhadap isu sosiosaintifik. Dalam kajian ini, sebuah modul pembelajaran dibina berasaskan Model Konseptual PSBIS-NI sebagai rujukan untuk intervensi PSBIS-NI. Reka bentuk Pra-eksperimen: Ujian Pra-Ujian Pos Satu Kumpulan digunakan dalam kajian ini. Kesan PSBIS-NI ke atas variabel sikap terhadap isu sosiosaintifik diukur dalam ujian pra, ujian pos dan ujian pos lanjutan. Kaedah pensampelan bertujuan digunakan bagi memilih 31 orang pelajar tingkatan empat aliran sains dan beragama Islam untuk menjalani intervensi PSBIS-NI. Seorang guru mata pelajaran Sains dan seorang guru Pendidikan Islam terlibat secara kolaboratif sebagai fasilitator semasa pelaksanaan intervensi. Soal Selidik Sikap Terhadap Isu Sosiosaintifik digunakan untuk mengukur sikap pelajar terhadap isu sosiosaintifik. Data diproses dan dianalisis berbantukan pakej statistik SPSS versi 19. Hipotesis kajian diuji secara statistik inferensi menggunakan Ujian Anova dengan Pengukuran Berulang. Dapatan kajian menunjukkan bahawa PSBIS-NI memberi kesan positif ke atas sikap pelajar terhadap isu sosiosaintifik. Kajian ini memberi sumbangan kepada pendidikan sains dalam menyediakan isi kandungan dan kaedah pelaksanaan PSBIS-NI melalui pembangunan Modul Bersepadu PSBIS-NI. Antara cadangan untuk kajian lanjutan adalah melaksanakan intervensi PSBIS-NI dengan menumpukan kepada kemahiran tertentu seperti kemahiran berhujah dan kemahiran membuat keputusan. Kata Kunci: Isu sosio-saintifik, Malaysia, nilai Islam, sikap, pembelajaran Sains

scholarly journals Effects of short-term strength and jumping exercises distribution on soccer player’s physical fitness

Kinesiology ◽  
2021 ◽  
Vol 53 (2) ◽  
pp. 236-244
Author(s):  
Javier Sanchez-Sanchez ◽  
Rodrigo Ramirez-Campillo ◽  
Cristina Petisco ◽  
Fábio Yuzo Nakamura ◽  
Daniel Hernandez
Keyword(s):  
Physical Fitness ◽  
Repeated Measures ◽  
Training Volume ◽  
Plyometric Training ◽  
Short Term ◽  
Mean Velocity ◽  
Change Of Direction ◽  
Post Test ◽  
Hop Test ◽  
Group 2

The aim of this study was to examine the effects of short-term (six weeks) preseason strength and jumping exercises distribution program on amateur adult soccer player’s indicators of physical fitness. Twenty male athletes (age 20.1±1.6 years) were randomly divided into two groups that completed a volume-equated training program differing only in exercises distribution: a group that completed three weeks of strength followed by three weeks of plyometric training (TT; n=10) and a group that completed six weeks of combined strength and plyometric drills (S+P; n=10). Athletes completed a triple hop test with the dominant (HOPd) and non-dominant leg (HOPnd), a 15 meters sprint, a change of direction speed (CODS) test (i.e. T test), and a 6×30 meters repeated sprint with change of direction for the best (RSCODb) and mean velocity (RSCODm), and the percentage of decrement (%Dec) in sprint time. Moreover, athletes performed a squat test for maximal power. Both strength and jumping training programs were performed two times per week, equated for exercises, frequency, volume, and intensity per session. The TT group completed the strength training volume during the first three weeks, and the plyometric training volume in the last three weeks, while the S+P combined strength and plyometric training during the six weeks. A 2 (group) × 2 (time: pre, post) ANOVA with repeated measures was used for statistical analysis. Analyses revealed significant improvements for the TT and S+P (HOPd: ES=0.91, 10.28 and 16.69%, respectively; HOPnd: ES=0.86, 11.49 and 14.71%, respectively; RSCODb: ES=0.84, 9.23 and 8.34%, respectively; RSCODm: ES=0.89, 8.56 and 7.51%, respectively). In the post-test there were no significant differences between the groups in any variable analyzed. In conclusion, both training approaches were equally effective at improving jumping and repeated sprinting ability. However, only after the S+P training approach a significant improvement in CODS was observed, with more substantial changes in maximal sprinting speed.

scholarly journals Fostering University Students’ Idea Generation and Idea Evaluation Skills With a Cognitive-Based Creativity Training

2020 ◽  
Vol 7 (2) ◽  
pp. 284-308
Author(s):  
Kim van Broekhoven ◽  
Barbara Belfi ◽  
Ian Hocking ◽  
Rolf van der Velden
Keyword(s):  
Undergraduate Students ◽  
Repeated Measures ◽  
Idea Generation ◽  
Future Research ◽  
Control Group ◽  
Experimental Conditions ◽  
Creativity Training ◽  
Subject Design ◽  
Post Test ◽  
Idea Evaluation

Abstract This paper examines the effectiveness of a 10-hour cognitive-based creativity training on idea generation and idea evaluation among 51 undergraduate students (mean age 22) from a large university in the Netherlands. A pre-post-test within-subject design was conducted. All 51 students received the training as part of their bachelor program, and were assigned to receive the training in the first or second semester. As such, students participated in both experimental conditions (control and intervention), albeit at different times (within-subject design). The Alternative Uses Task (AUT) and specially designed idea evaluation tasks were used before and after the training. In the idea evaluation task, students were asked to evaluate ideas on their originality and feasibility. Their ratings were compared with content experts’ ratings. General Linear Models (GLM) for repeated measures were conducted to determine whether any change in idea generation and idea evaluation is the result of the interaction between type of treatment (i.e. intervention or control group) and time (pre- and post-test). The results indicated that students did not generate significantly more (i.e. fluency) and different kind of ideas (i.e. flexibility) after training. Most importantly, in line with recent research, the results suggested that training does not impact idea evaluation skills among students. This suggests that idea evaluation might be a more complex process to enhance than idea generation. The implications of these results for educational practice and future research are discussed.

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.

Power of Modified Brown-Forsythe and Mixed-Model Approaches in Split-Plot Designs

Methodology ◽  
2017 ◽  
Vol 13 (1) ◽  
pp. 9-22 ◽  
Author(s):  
Pablo Livacic-Rojas ◽  
Guillermo Vallejo ◽  
Paula Fernández ◽  
Ellián Tuero-Herrero
Keyword(s):  
Repeated Measures ◽  
Statistical Power ◽  
Mixed Model ◽  
Covariance Structure ◽  
Simulation Method ◽  
Future Research ◽  
Repeated Measures Design ◽  
Fixed And Random Effects ◽  
Split Plot ◽  
High Level

Abstract. Low precision of the inferences of data analyzed with univariate or multivariate models of the Analysis of Variance (ANOVA) in repeated-measures design is associated to the absence of normality distribution of data, nonspherical covariance structures and free variation of the variance and covariance, the lack of knowledge of the error structure underlying the data, and the wrong choice of covariance structure from different selectors. In this study, levels of statistical power presented the Modified Brown Forsythe (MBF) and two procedures with the Mixed-Model Approaches (the Akaike’s Criterion, the Correctly Identified Model [CIM]) are compared. The data were analyzed using Monte Carlo simulation method with the statistical package SAS 9.2, a split-plot design, and considering six manipulated variables. The results show that the procedures exhibit high statistical power levels for within and interactional effects, and moderate and low levels for the between-groups effects under the different conditions analyzed. For the latter, only the Modified Brown Forsythe shows high level of power mainly for groups with 30 cases and Unstructured (UN) and Autoregressive Heterogeneity (ARH) matrices. For this reason, we recommend using this procedure since it exhibits higher levels of power for all effects and does not require a matrix type that underlies the structure of the data. Future research needs to be done in order to compare the power with corrected selectors using single-level and multilevel designs for fixed and random effects.

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