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

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 Game-Based Approaches, Pedagogical Principles and Tactical Constraints: Examining Games Modification

2016 ◽  
Vol 35 (3) ◽  
pp. 208-218 ◽  
Author(s):  
Jaime Serra-Olivares ◽  
Luis M. García-López ◽  
Antonio Calderón
Keyword(s):  
Technical Difficulty ◽  
Task Design ◽  
Teaching Games For Understanding ◽  
Context Adaptation ◽  
Game Performance ◽  
Representative Task ◽  
Pedagogical Principles

The purpose of this study was to analyze the effect of modification strategies based on the pedagogical principles of the Teaching Games for Understanding approach on tactical constraints of four 3v3 soccer small-sided games. The Game performance of 21 U-10 players was analyzed in a game similar to the adult game; one based on keeping-the-ball; another on penetrating-the-defense; and one on attacking-the-goal. Results showed that the modification of tactical problems had a significantly different effect on tactical-context adaptation (p < .005) and for developing passing, dribbling, shooting and getting free skills (p < .005). Small-sided games focused on keeping-the-ball and attacking-the-goal revealed a tactical complexity that was significantly different to the rest of the games (p < .005). With regard to the further investigation of the quality representative task design, these findings highlight the importance of knowing the effects that modification has on tactical constraints and the tactical complexity/technical difficulty involved in developing behaviors.

scholarly journals Effects of 6 Weeks Direct Instruction and Teaching Games for Understanding Programs on Physical Activity and Tactical Behaviour in U-12 Soccer Players

2020 ◽  
Vol 17 (14) ◽  
pp. 5008
Author(s):  
Juan Vicente Sierra-Ríos ◽  
Filipe Manuel Clemente ◽  
Ezequiel Rey ◽  
Sixto González-Víllora
Keyword(s):  
Physical Activity ◽  
Decision Making ◽  
Direct Instruction ◽  
Vigorous Physical Activity ◽  
Soccer Players ◽  
Control Group ◽  
Football Players ◽  
Evaluation Tool ◽  
Teaching Games For Understanding ◽  
Game Performance

The purpose of this study was to compare the effects of 6 weeks direct instruction and teaching games for understanding (TGfU) programs on the decision-making and execution (post-interventions), as well, as on the physical activity (PA) levels during sessions. Thirty under-12 football players participated in this study (age: 10.3 ± 0.45 years) and were randomly assigned to TGfU (n = 15) or direct instruction (n = 15) group. Two sessions/week were implemented. Results revealed that TGfU promoted higher levels (p = 0.043; d = 2.99) of light PA (28.96%) compared with direct instruction (27.55%). Non-significant higher sedentary PA levels (p = 0.073; d = 2.62) were found in the control group (35.48%). In terms of tactical principles, conservation of the ball increased the percentage of moderate to vigorous physical activity in TGfU (43.60%) compared with direct instruction (38.05%). According to the Game Performance Evaluation Tool (GPET), significant improvements (p = 0.018, d = 3.78) of the attacking player with the ball in the percentage of change between groups in the unsuccessful execution in TGfU (% = −62.2) were observed compared with direct instruction (% = 14.2). TGfU seems to be more appropriate than direct instruction to increase the light PA levels during sessions while no significant differences were found between programs in moderate and vigorous intensities. Regarding the effects of programs in decisions, greater improvements in decisions with the ball were found in TGFU compared to DI.

scholarly journals Contributions of the GPET to the GPAI: tactical context adaptation and game behaviour (Contribuciones del GPET al GPAI: adaptación al contexto táctico y comportamiento de juego)

Retos ◽  
2018 ◽  
pp. 323-328
Author(s):  
Luis Miguel García López ◽  
David Gutiérrez Diaz del Campo
Keyword(s):  
Decision Making ◽  
Performance Evaluation ◽  
Performance Assessment ◽  
Assessment Instrument ◽  
Decision Making Process ◽  
Evaluation Tool ◽  
Context Adaptation ◽  
Game Situation ◽  
Toma De Decisiones ◽  
Game Performance

Abstract. The Game Performance Evaluation Tool (GPET) is an instrument that allows us to obtain information about the student's decision-making process during their participation in games. The usual instruments reflect the final result of student's decision. However, the GPET offers an analysis of the context in which the decision has been made, and allows teachers to establish a certain degree of quality in the decision taken. Thus, the GPET helps us to distinguish in the decision-making process, not only "what has been done" from "what should have been done" in a specific game situation (Gutiérrez, González, García-López, Mitchell, 2011), but also it gives us information about the player's adaptation to the tactical context in which he/she is involved during game play. According Godbout (1990), this adaptation to the tactical context describes the decisional process, rather than the result. Given that the GPET is an instrument initially designed for research, in this article we present how to take advantage of the GPET novelties, applying them in an instrument with a clear teaching orientation, such as the Game Performance Assessment Instrument (GPAI) (Mitchell, Oslin and Griffin, 2013).Resumen. El Game Performance Evaluation Tool (GPET, en español Herramienta de Evaluación del Rendimiento de Juego), es un instrumento que nos permite obtener información sobre el proceso de toma de decisiones del alumno durante su participación en los juegos deportivos. Los instrumentos habituales reflejan el resultado final de la decisión del alumno. Sin embargo, el GPET hace un análisis del contexto en el que se ha tomado la decisión, y permite que el docente pueda establecer cierta gradación en la calidad de la decisión tomada. Así, el GPET nos ayuda a distinguir en la toma de decisiones no sólo “qué se ha hecho” de “qué se debería haber hecho” en una situación concreta de juego (Gutiérrrez, González, García-López, Mitchell, 2011), sino también nos aporta información de la adaptación del jugador al contexto táctico en el que se encuentra. Dicha adaptación, de acuerdo con Godbout (1990), nos describe el proceso decisional, más que el resultado. En este artículo presentamos como aprovechar las novedades del GPET, que es un instrumento inicialmente diseñado para el ámbito de la investigación, aplicándolas en un instrumento con una orientación claramente docente, como es el Game Performance Assessment Instrument (GPAI, en español Instrumento de Evaluación del Rendimiento de Juego, de Mitchell, Oslin y Griffin, 2013).

Influence of Teaching Games for Understanding on Game Performance, Knowledge, and Variables Related to Adherence in Youth Sailing

2017 ◽  
Vol 36 (2) ◽  
pp. 209-219 ◽  
Author(s):  
María Trinidad Morales-Belando ◽  
José L. Arias-Estero
Keyword(s):  
Decision Making ◽  
Ad Hoc ◽  
Type Method ◽  
Teaching Games For Understanding ◽  
Learning Framework ◽  
Knowledge Questionnaire ◽  
Psychological Scales ◽  
Teaching Learning ◽  
Intention To Continue ◽  
Game Performance

Purpose:To determine whether a TGfU intervention improved participants’ decision-making, skill execution, game performance, game involvement, game knowledge, enjoyment, perceived competence, and intention to continue practicing sailing.Method:Participants were 19 sailors (age: M = 8.44, SD = 1.24 years old). This study followed a mixed-methods approach. The children participated in 12 TGfU intervention sessions and 2 prepost assessment sessions. We designed and validated the sessions, and the coach was trained in TGfU. Data were collected using GPAI during an Olympic triangle race, an ad hoc knowledge questionnaire, two psychological scales, and interviews of children and coach.Results:Statistically significant improvements were found in decision-making, Δ = 3.97, skill execution, Δ = .43, game performance, Δ = 5.34, and game involvement, Δ = 7.89.Discussion/Conclusion:The results support TGfU may serve to sail training in youth sport. Sailing coaches now have a teaching-learning framework that determines “what” and “how” the tasks must be, the feedback, and participant and coach behavior.

Living class in a ‘meritocratic’ Australia: The burdens of class and choice on young people’s end-of-school transitions

2017 ◽  
Vol 54 (3) ◽  
pp. 396-411 ◽  
Author(s):  
Felix Donovan
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Young People ◽  
Educational Outcomes ◽  
Mixed Methods Research ◽  
School Transitions ◽  
School Students ◽  
Australian Education

In the Australian education system, there are substantial class inequalities in educational outcomes and transitions. These inequalities persist despite increased choice and individual opportunity for young people. This article explores high school students’ experiences of class in a social context they largely believe to be a meritocracy. Specifically, it asks: how does class shape young people’s thinking and decision-making about their post-school futures? I use Bourdieu’s ‘habitus’ as a frame to understand the role of class in young people’s lives, stressing its generative and heterogeneous aspects. Drawing on qualitative-led mixed methods research, this article argues that young people have internalised the ‘doxa’ of meritocracy, agency and ambition, conceiving of themselves as individual agents in this context. However, risk and security, opportunities and constraints, are not distributed equally in a class-stratified society. Young people from working-class backgrounds more commonly imagine insecure, uncertain futures.

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