An investigation into teaching games for understanding: effects on skill, knowledge, and game play.

The purpose of this study was to test the validity of the games for understanding model by comparing it to a technique approach to instruction and a control group. The technique method focused primarily on skill instruction where the skill taught initially was incorporated into a game at the end of each lesson. The games for understanding approach emphasized developing tactical awareness and decision making in small game situations. Two physical education specialists taught field hockey using these approaches for 15 lessons (45 min each). The control group did not receive any field hockey instruction. Data were collected from 71 middle school children. Pretests and posttests were administered for hockey knowledge, skill, and game performance. Separate analyses of variance or analyses of covariance were conducted to examine group differences for cognitive and skill outcomes. The games for understanding group scored significantly higher on passing decision making than the technique and control groups during posttest game play and significantly higher than the control group for declarative and procedural knowledge. The games for understanding group scored significantly higher on control and passing execution than the other groups during posttest game play. For hockey skill, there were no significant differences among the treatment groups for accuracy, but the technique group recorded faster times than the control group on the posttest.     

The Relationship of Cognitive Style and Instructional Strategy to Learning and Transfer of Motor Skills

Abstract

The purpose of this study was to test the validity of the games for understanding model by comparing it to a technique approach to instruction and a control group. The technique method focused primarily on skill instruction where the skill taught initially was incorporated into a game at the end of each lesson. The games for understanding approach emphasized developing tactical awareness and decision making in small game situations. Two physical education specialists taught field hockey using these approaches for 15 lessons (45 min each). The control group did not receive any field hockey instruction. Data were collected from 71 middle school children. Pretests and posttests were administered for hockey knowledge, skill, and game performance. Separate analyses of variance or analyses of covariance were conducted to examine group differences for cognitive and skill outcomes. The games for understanding group scored significantly higher on passing decision making than the technique and control groups during posttest game play and significantly higher than the control group for declarative and procedural knowledge. The games for understanding group scored significantly higher on control and passing execution than the other groups during posttest game play. For hockey skill, there were no significant differences among the treatment groups for accuracy, but the technique group recorded faster times than the control group on the posttest.     

两列横队游戏奖惩方法在体育教学中的应用

体育游戏是体育教学的内容,也是体育教学的有效方法,它的运用有助于体育运动兴趣的培养。体育游戏奖惩方法的实施得当与否,直接关系到学生体育技能学习态度和体育技能掌握情况。本文运用文献资料法、逻辑分析法、观察法、实践验证法对体育游戏奖惩方法进行研究,发现现在体育游戏的奖惩方法较为单一、只注重体育游戏中输方的惩罚而忽略对赢方的奖励、奖惩形式注重对单个人进行而非团体等问题,本文依据现实情况,对体育游戏方法进行创新,提出了新的团体体育游戏奖惩方法,即"两列横队"奖惩办法,包括两列横队击打失败者惩罚法、两列横队欢迎凯旋归来者奖励法及两者的综合运用,并在体育教学实践中进行实践和验证,有效的解决了当前的体育游戏奖罚办法的问题,促进了体育游戏的良好开展和体育教学情况的改善,这有助于体育教学最佳化的实现。     

对争夺防守篮板球中抢位挡人技术的初步研究

抢篮板球在篮球比赛中是非常重要的技术。篮板球控制的好坏,对比赛的胜负起着很大的作用。篮球比赛中如果进攻时抢篮板球占优势,不仅可以增加进攻数和篮下得分机会,而且可以增强外线中投的信心和减少对方发动快攻的机会。防守时抢篮板球占优势,不仅可以中断对方连续进攻,造成对方外线中投的顾虑,而且还能为本队发动快攻创造有利的条件。     

如何打好排球比赛中的第三局

本文通过对中国女排在奥运会比赛中的战例分析，揭示了第三局比赛出现的5种情况、11种结果，构成对全局胜负攸关的影响，其中，心理因素起着主导作用，说明心理训练在排球比赛中的重要性．     

对篮球运动理论研究的再认识

为促进和强化篮球运动理论建设,提升篮球运动理论研究的创新水平。本文运用文献资料法和理论研究法,对现代篮球理论研究的现状进行了认识和分析。研究的最终结论表明,篮球运动实践是篮球运动理论研究的基础,经验是对篮球运动实践的一种初步认识,经验经过理性的加工之后上升为篮球运动的理性认识。而理性认识才是篮球运动本质特征和内在规律反映,篮球运动理论对于篮球运动整体发展起着重要的支撑作用。     

Inconsistency of decision-making,the Achilles heel of referees

This study assessed whether decisions made by six qualified referees were consistent when watching the live 2016 televised Champions League Final. Referees were paired off into three separate rooms. Two referees watched the game with no supporters present. Two watched the game surrounded by Real Madrid supporters, and the remaining two watched the game surrounded by Athletic Madrid supporters. Referees were asked to decide whether each decision made by the on-field referee was either correct or incorrect. Results identified two types of refereeing inconsistency. The first type was a systematic tendency of the supporting crowds (both rooms) to influence the adjudicating referees to make fewer incorrect (disagree with the on-field referee) decisions (8 and 5) than referees in the “no supporters” room (19) (χ² = 11.22 [df = 2], P = 0.004). The second type of inconsistency was the home advantage “bias”, where the surrounding crowd influenced the adjudicating referees to favour their team, by disagreeing with the decision made by the on-field referee (χ² = 6.0 [df = 2], P = 0.0498). One explanation for these inconsistencies is that referees adopt a coping strategy of “avoidance”, i.e., when faced with difficult decisions, referees simply avoid making unpopular decisions by waving “play on”.     

The development of skill and tactical competencies during a season of badminton

Abstract

In this study, we examined the development of skill competence and tactical knowledge of 41 eighth-grade students (mean age 13.6 years) as they completed a season of badminton conducted following the features of Sport Education. Using data from students’ performance on badminton skills tests, their competence in game play, and their tactical knowledge, it was determined that these students made significant improvements in their ability to not only control the shuttle, but also to hit it more aggressively. This resulted in improvements in both the selection (what shot to make) and execution (ability to produce the desired shot) dimensions of their game play. In addition, the students demonstrated significant improvements in their ability to select tactical solutions and make arguments for those decisions when watching videotaped performances of badminton games. The key explanation for the development of competence in this setting was that the structure of the Sport Education season allowed for significant practice opportunities, and that the authenticity and consequential nature of the game play helped move all but weak novice students from a more cooperative version of net-game play to one where tactical decision making and execution was valued.     

An analysis of practice activities and instructional behaviours used by youth soccer coaches during practice: Exploring the link between science and application

Abstract

We examined the practice activities and instructional behaviours employed by 25 youth soccer coaches during 70 different practice sessions. We evaluated the extent to which these activities and behaviours differ from those shown in contemporary research to best facilitate skill acquisition. Nine coaches worked with the under-9 years age group and eight coaches each with the under-13 and under-16 years age groups; nine of those coaches were employed at the elite level, nine at the sub-elite level, and seven at the non-elite level. Coaches had players spend more time in activities that were deemed less relevant to soccer match performance, termed “training form” (e.g. physical training, technique and skills practices), than activities deemed more relevant, termed “playing form” (e.g. small-sided/conditioned games and phase of play activities). Coaches provided high levels of instruction, feedback, and management, irrespective of the activity in which players engaged. Few differences in practice activities and instructional behaviours were reported across skill and age groups, implying the absence of any notable age- or skill-related progression. Findings are discussed with reference to recent research in the areas of skill acquisition, motor learning, and expert performance.     

An Analysis of Playground Surface Injuries

Abstract

The purpose of this study was to examine the development of skill competence and tactical sophistication during a games unit conducted following the features of sport education provided by Siedentop (1994). One team of six players was followed through a 30-lesson season of “Ultimate.” Using Gréhaigne, Godbout, and Bouthier's (1997) formula for an efficiency index, together with a number of other measures of skill and tactical competence, it was determined that these students made significant improvements in selection and execution dimensions of the game. Furthermore, lower skilled students did not feel marginalized within their teams and believed they had equal opportunities for improvement. The key reasons for developing competence in this setting were the sufficient length of the season to allow for significant practice opportunities and the consistent team membership throughout season, which allowed all players to develop a sense of usefulness. This curriculum model provides one way students can develop skills through a system of game playing, provided sport education units are structured to prevent the more skillful players from dominating the games.     

Coaches’ perceptions of decision making in rugby union

ABSTRACT

Background: In team games situations, the ability to make fast and accurate decisions is crucial to performance. As such, effective decision making, characterised by the consistent and efficient ability to choose the right course of action at the right moment, is a key component of match performance in team sports such as rugby union. Previous research has identified pedagogical approaches to enhance decision making. However, there is dearth in research to investigate how coaches evaluate tactical decision making and subsequently develop context specific ‘on’ and ‘off-field’ coaching practices to improve it. Further, the value coaches place on decision making is under explored.

Purpose: The aim of this study was to explore coaches’ perceptions of decision making in rugby union. The specific objectives to meet this aim were to: (i) Explore coaches’ perceptions of the value and importance of decision making in rugby union; (ii) Identify coaches’ opinions of the key decision making moments in games and how to evaluate them; and (iii) Investigate coaches’ on and off field methods for improving players’ tactical and strategic decision making.

Participants: Purposive sampling was used to select five male coaches, whose ages ranged from 25 to 41 years, from a regional rugby union club in Wales to participate in the study. Coaching experience ranged from two years to 16 years.

Methods: The interpretative paradigm was used within the study with data collected through semi-structured interviews with academy rugby union coaches. This type of interview gathered rich, detailed and complex accounts of coaches’ opinions of players’ in-game decision making in rugby union in order to inform practice and theory. Inductive and deductive qualitative thematic analysis was used to analyse and interpret the data.

Findings: All five coaches agreed that decision making was a crucial part of the modern game of rugby union. There was some disagreement between them about the players’ autonomy to make their own decisions on the pitch and a general lack of clarity between ‘game plan’, ‘strategy’ and ‘tactics’ amongst the coaches. All the coaches agreed that the process of evaluation of players’ decision making should involve a joint discussion with the players. They also agreed that developing decision making was one of the hardest things to coach. Finally, they used a variety of ‘on’ and ‘off-field’ coaching methods to achieve this including video analysis, questioning and the use of games based scenarios.

Conclusion: This study acquired the coaches’ voice on players’ decision making in rugby union by exploring its perceived importance to them and how they evaluated and attempted to improve it. A clear attempt was made among the coaches to develop a ‘non-judgemental’ atmosphere in the evaluation and improvement of players’ decision making. Future research should consider the use of explicitation interviewing, where the interviewer (coach) aims to get the player into a state of evocation, to relive the key decision making moments in an attempt to improve it.     

Transition play in team performance of volleyball: a log-linear analysis.

The purpose of this study was to develop and test a method to analyze and evaluate sequential skill performances in a team sport. An on-line computerized system was developed to record and summarize the sequential skill performances in volleyball. Seventy-two sample games from the third Federation of International Volleyball Cup men's competition were videotaped and grouped into two categories according to the final team standing and game outcome. Log-linear procedures were used to investigate the nature and degree of the relationship in the first-order (pass-to-set, set-to-spike) and second-order (pass-to-spike) transition plays. Results showed that there was a significant dependency in both the first-order and second-order transition plays, indicating that the outcome of a skill performance is highly influenced by the quality of a preceding skill performance. In addition, the pattern of the transition plays was stable and consistent, regardless of the classification status: Game Outcome, Team Standing, or Transition Process. The methodology and subsequent results provide valuable aids for a thorough understanding of the characteristics of transition plays in volleyball. In addition, the concept of sequential performance analysis may serve as an example for sport scientists in investigating probabilistic patterns of motor performance.     

足球比赛中“快传球”和“传快球”技术的应用分析

运用文献资料法、录像观察法、逻辑分析法,从传球时间和速度的视角研究足球比赛中“快传球”和“传快球”技术对比赛的影响。认为：“快传球”和“传快球”是创造有利进攻时间和空间的基础,是足球比赛中战术的灵魂,对赢得比赛胜利有重要影响。旨在为我国足球教学训练和比赛提供一定的参考依据。     

论如何培养学生正确的竞赛胜负观

为了落实立德树人的根本任务,针对当前学校体育中学生的胜负观缺乏正确引导的现象,本文对胜负观的概念、内涵及影响因素进行了探讨,分析得出正确的胜负观应具有两层含义,分别为积极的竞争意识及正确的成败归因,进而借鉴加涅的教学设计模型(ADDIE模型),围绕体育竞赛与游戏两方面,从分析、设计、实施和评价四个方面提出培养学生正确胜负观的4点策略为:(1)充分挖掘体育活动中的竞争元素,营造充满竞争的课堂氛围;(2)设置体育竞赛与游戏,充分体验输与赢;(3)竞赛与游戏中加强学生胜负态度的教育,引导学生正确的归因;(4)检查评价,强化对胜负态度的反思与改进。     

The use of player physical and technical skill match activity profiles to predict position in the Australian Football League draft

This study investigated the extent to which position in the Australian Football League (AFL) national draft is associated with individual game performance metrics. Physical/technical skill performance metrics were collated from all participants in the 2014 national under 18 (U18) championships (18 games) drafted into the AFL (n = 65; 17.8 ± 0.5 y); 232 observations. Players were subdivided into draft position (ranked 1–65) and then draft round (1–4). Here, earlier draft selection (i.e., closer to 1) reflects a more desirable player. Microtechnology and a commercial provider facilitated the quantification of individual game performance metrics (n = 16). Linear mixed models were fitted to data, modelling the extent to which draft position was associated with these metrics. Draft position in the first/second round was negatively associated with “contested possessions” and “contested marks”, respectively. Physical performance metrics were positively associated with draft position in these rounds. Correlations weakened for the third/fourth rounds. Contested possessions/marks were associated with an earlier draft selection. Physical performance metrics were associated with a later draft selection. Recruiters change the type of U18 player they draft as the selection pool reduces. juniors with contested skill appear prioritised.     

俄罗斯世界杯比赛表现指标对胜负影响的实证研究

探索不同赛制下比赛表现指标对比赛结果产生的影响,选取2018年俄罗斯世界杯59场、118组技战术表现和跑动表现指标作为自变量,比赛胜、负作为因变量。运用K型聚类分析,对比分均衡比赛进行界定。根据比赛控球率的不同对比赛表现指标进行标准化处理。运用数据级数推断法界定各自个变量增加2个标准差对比赛获胜概率带来的变化。研究结果:1)在所有比赛中,9项技战术表现指标(射门次数、射正次数、射正率、定位球射门次数、突破进入罚球区次数、控球率、传球成功率、解围成功次数和防守反击次数)和3项跑动表现指标(本方控球时跑动距离、进攻三区跑动距离和对方罚球区跑动距离)使比赛获胜概率显著提升。对方控球时跑动距离则使获胜概率显著下降;2)在比分均衡比赛中,5项技战术表现指标(射门率、定位球射门次数、控球率、传球成功率和解围成功次数)和3项跑动表现指标(本方控球时跑动距离、进攻三区跑动距离和对方罚球区跑动距离)使比赛获胜概率显著提升。而向前传球次数、低强度跑距离、中强度跑距离、对方控球时跑动距离4项比赛表现指标则使获胜概率显著下降。研究表明,FIFA世界杯获胜球队在立足于防守的基础上,以防守反击和定位球作为主要进攻和得分手段,表现出与联赛球队不同的比赛策略。因此,各级球队在备战时应根据赛制和对手实力情况作出针对性的战术部署。     

Home advantage in soccer – A matter of expectations,goal setting and tactical decisions of coaches?

In soccer, home teams win about 67% of decided games. The causes for this home advantage are still unresolved. There is a shortage of research on the psychological states of actors involved. In this study, we examined soccer coaches’ expectations, goal setting and tactical decisions in relation to game location. Soccer coaches (N = 297) with different expertise levels participated in an experimental, online management game and were randomly assigned to one of two groups, “home game (HG)” or “away game.” Participants received information on the game for which they were asked to make decisions in multiple points. The only differing information between groups was game location. Regardless of expertise, HG coaches had higher expectations to win, set more challenging goals and decided for more offensive and courageous playing tactics. Possible consequences of these findings concerning home advantage in soccer are discussed.     

Explaining match outcome in elite Australian Rules football using team performance indicators

The relationships between team performance indicators and match outcome have been examined in many team sports, however are limited in Australian Rules football. Using data from the 2013 and 2014 Australian Football League (AFL) regular seasons, this study assessed the ability of commonly reported discrete team performance indicators presented in their relative form (standardised against their opposition for a given match) to explain match outcome (Win/Loss). Logistic regression and decision tree (chi-squared automatic interaction detection (CHAID)) analyses both revealed relative differences between opposing teams for “kicks” and “goal conversion” as the most influential in explaining match outcome, with two models achieving 88.3% and 89.8% classification accuracies, respectively. Models incorporating a smaller performance indicator set displayed a slightly reduced ability to explain match outcome (81.0% and 81.5% for logistic regression and CHAID, respectively). However, both were fit to 2014 data with reduced error in comparison to the full models. Despite performance similarities across the two analysis approaches, the CHAID model revealed multiple winning performance indicator profiles, thereby increasing its comparative feasibility for use in the field. Coaches and analysts may find these results useful in informing strategy and game plan development in Australian Rules football, with the development of team-specific models recommended in future.     

The influence of game duration and playing position on intensity of exercise during match-play in elite water polo players

Abstract

In this study, we assessed exercise intensity in 20 water polo games of different duration. The hypothesis that right wing players perform at a higher intensity than back and forward central players was also tested. Thirty water polo players, equally split between three field positions, participated in the study. Initially, their performance-related physiological capabilities were evaluated. Subsequently, during water polo games of short (4×7-min periods) or long duration (4×9-min periods), heart rate was monitored continuously and blood lactate concentration was measured at the end of each period. Activity patterns were also recorded using a video camera. Mean heart rate over the entire game was 156 ± 18 beats · min^?1. Overall exercise intensity fluctuated around a value corresponding to the lactate threshold (4.03 ± 0.96 mmol · l^?1, 86 ± 5% of peak heart rate) and decreased (P < 0.003) with game time (4.22 ± 1.8 and 3.47 ± 1.9 mmol · l^?1 in the second and fourth quarter, respectively). During the last 6 min, heart rate was higher (P < 0.001) in games of short duration (156 ± 3 beats · min^?1) than in games of long duration (152 ± 8 beats · min^?1). Video analysis showed that the percentage of time spent in low-intensity activities (i.e. “out of game”) was lower (23 vs. 26%), whereas that in high-intensity activities (i.e. “sprinting crawl”) was higher (21 vs. 19%), in games of short compared with long duration. No difference was observed among players of various field positions in any of the variables examined. Thus during match-play, games of long duration produced significantly lower heart rate responses than games of short duration, and the physiological response exhibited by the players was not affected by field position. The water polo authorities should consider these results before changing game duration and coaches should prepare their athletes accordingly.     

Sport experience is correlated with complex motor skill recovery in youth following concussion

ABSTRACT

A previous study showed prolonged cognitive–motor integration (CMI) deficits in youth with a history of concussion who were classified as asymptomatic by current return-to-play protocols, highlighting potential differences between clinical symptom recovery and skill recovery. The present study examines factors that may influence skilled performance recovery (defined as matching the skill level of no-concussion history peers) post-concussion in a similar cohort. Sixty-four asymptomatic youth (M?=?13 yrs.) soccer, hockey, and lacrosse players with a concussion history (M?=?14 months post-concussion) who returned to play and sixty-two age-matched team members with no previous concussion participated in this study. They performed two touchscreen-based eye–hand coordination tasks, including a direct interaction and a CMI task. We analysed the relationship between CMI performance and concussion history, and whether age, sex, number of concussions, and years of sport experience in their sport affected skill recovery. Individuals with concussion history and higher amounts of sport experience (7–12 years) reached a performance level matching their no-history peers quicker (after 12 months) than those with concussion history and lower sport experience (1–6 years; recovery after 30 months). This effect was independent of the number of concussions, age, and sex. The present results point towards an important role of eye–limb coordination-related sport experience in functional CMI recovery post-concussion. Youth with a concussion history but greater sport experience may have more skill-related motor “reserve”. This reserve may directly aid in behavioural recovery post-concussion, or the greater neurological efficiency associated with athletic experience provides a compensatory mechanism that provides faster functional recovery.