Game interruptions in elite soccer

Abstract

The objectives of the study were to analyse game interruptions of league soccer in detail and the tactical use of game interruptions. Sixteen matches of a German first league soccer team were observed. An observational system was designed to assess interruption types, score, duration of interruption, location of interruption, time of interruption and number of occurrences. Results showed that there is an average of 108 interruptions per match. Throw-ins (40) and free kicks (33) were most frequent. Goal kicks (17), corner kicks (10), substitutions (4), and kick offs (3) occurred less often. Drop balls, penalties, and injuries occurred least often. For 38% of the total match time observed, matches were halted. The mean duration of running and interrupted match parts were 32.1 s and 18.7 s, respectively. The analysis showed significant differences concerning the influence of the location of interruption, score, and time of interruption on the duration of different interruption types (P < 0.05). The results of the study showed the tactical use of game interruptions during league soccer matches, e.g. goal kicks of the leading team take longer towards the end of the match. Examining game interruptions has turned out to be a valuable source of information adding to our knowledge of soccer. We have shown evidence that the durations of many interruptions serve tactical purposes, a well-known hypothesis in practice.     

The Effects of Three Styles of Teaching on the Psychomotor Performance And Social Skill Development of Fifth Grade Children

Abstract

The effects of Mosston's teaching styles B, C and E were examined in terms of motor skill acquisition and social skill development of fifth grade children. Ninety-six children, randomly selected and randomly assigned to one of three treatment groups, were taught a hockey accuracy task. Motor performance data were collected prior to, midway through, and following training; they were analyzed within groups, to determine if learning was evident, and across groups, to examine the relative effectiveness of these three styles of teaching. Social behavior patterns observed during learner-to-learner interaction were also examined during a second task in which pairs of learners were asked to “help” each other learn the task. A 3 × 3 analysis of variance with repeated measures revealed that (1) all three groups learned the task and (2) they learned comparably well. It was concluded that these three styles of teaching are all effective in facilitating learning of this type of motor task. Style C, an arrangement in whcih learners work in pairs, one performing the task while being provided with formative feedback by the other, was found not only to produce comparable learning, but to significantly enhance social skill development on those behaviors associated with giving feedback and receiving it from a peer.     

Influence of Decision-Making on Attitudes,Creativity, Motor Skills and Self-Concept in Elementary Children

Abstract

Attitudes, creativity, self-concept and motor skills were measured to determine the influence of decision-making on elementary children. Three groups of children (N = 208) were tested, one group was taught with the teacher dominating all classroom decisions, another group was encouraged to share in the decision-making, and a third group served as a control. Data were collected immediately before and after an eight-week instructional period. MANCOVA indicated that the two treatment groups had significantly higher scores than did the control group, and the shared decision-making group scored significantly higher than the teacher dominated group on measures of creativity, motor skills and self-concept. A 2 (treatment) × 2 (sex) × 5 (grade) ANOVA revealed significantly more positive attitude scores for children allowed to make decisions regarding their learning. Further, Pearson product-moment correlation showed the tested variables to be independent measures of a child's development.     

Support Base Use in Two Dance Idioms

Abstract

Recovery pulse rates following a 3-min. step test were obtained from 686 junior high school and 1,332 high school age subjects who were students in 55 different secondary schools throughout the six districts of the AAHPER. The pulse rates were converted to cardiovasular efficiency scores and from these, national standards were established for the 9–14 age group and for the 15 19 age group. The standards consisted of six categories from excellent to very poor. In addition, it was found that junior high school subjects scored better than high school subjects; that neither temperature nor time of day of testing had a significant effect on test scores; and that at the high school level the senior high school subjects in the Central district achieved the best scores of the six districts while at the junior high level the Central and Southern districts ranked together as best.     

Effects of Two Instructional Approaches on Skill Development,Knowledge, and Game Performance

Two instructional approaches that have been of interest in promoting sport have been the Sport Education Model (SEM) and the Traditional Style (TS) of teaching physical education. The purpose of this study was to investigate how SEM and TS would affect skill development, knowledge, and game performance for volleyball at the secondary level. A 2 × 3 (group × time) research design was utilized on 47 secondary students testing volleyball skills, knowledge, and game performance. Participants were placed in either the SEM or the TS via stratified randomization, and then were tested pre, mid, and post intervention through the 20-lesson volleyball unit. The 2 × 3 repeated measures Analysis of Variances (ANOVAs) with Bonferroni correction revealed no significant difference between models for skills and knowledge, but there was for game performance for group [F(1, 45) = 10.27, p < .008, η² = .19], time [F(2, 90) = 8.62, p < .008, η² = .16], and group × time interaction [F(2, 90) = 8.43, p < .008, η² = .16]. If the goal of the physical education program is to promote quality game play, the SEM may be more effective than the TS.     

Tool for Assessing Responsibility-Based Education (TARE): Instrument Development,Content Validity,and Inter-Rater Reliability

Numerous scholars have stressed the importance of personal and social responsibility in physical activity settings; however, there is a lack of instrumentation to study the implementation of responsibility-based teaching strategies. The development, content validity, and initial inter-rater reliability testing of the Tool for Assessing Responsibility-Based Education (TARE) are described here. Inter-rater agreement was calculated for paired observations focused on 2 different teachers delivering a total of 18 separate physical education lessons for students in grades 1 through 6. Findings indicate that the Tool for Assessing Responsibility-Based Education provides scores with adequate inter-rater reliability. The procedures employed in this study proved feasible and enable observers to characterize the implementation of responsibility-based teaching in physical education. The Tool for Assessing Responsibility-Based Education has numerous research and training applications relative to the Teaching Personal and Social Responsibility model (Hellison, 2003 Hellison, D. 2003. Teaching responsibility through physical activity, 2nd, 15–38. Champaign, IL: Human Kinetics.  [Google Scholar]) and the national content standards for K–12 physical education, specifically Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings (National Association for Sport and Physical Education, 2004 National Association for Sport and Physical Education (NASPE). 2004. Moving into the future. National standards for physical education, 2nd, 39–43. Reston, VA: Author.  [Google Scholar]).     

Book Reviews

This study examined the teaching of games via a tactical approach (also known as teaching games for understanding) from the theoretical perspective of social constructivism. A pilot study (of student teachers (STs) and pupils) informed the ‘main’ study which included collecting data on 49 STs, 58 cooperating teachers (CTs) and 1177 pupils. ST data were collected through videotaping (lessons), interviews and questionnaires; CT data through interviews and questionnaires; and pupil data through questionnaires. Data analysis techniques included systematic coding of teaching behaviours through computer software, using constant comparison to code open-ended question responses, and computing frequencies of Likert-scale question responses. T-tests were used to compare pre- and post-CT workshop data. Findings suggest that STs’ teaching of the tactical approach was in line with a social constructivist perspective, in part because lessons were student-centred. Overall student activity was 53% of all lessons taught, and STs facilitated pupil learning through several question and answer scenarios. Pupils wrote that they enjoyed playing games in what amounted to ‘authentic’ settings. Their responses also suggest that learning took place through ‘legitimate peripheral participation in communities of practice’ and this facilitated pupil movement through the ‘zone of proximal development’. There were indications that pupil experiences were mediated by ST competence. CTs reported that an in-service workshop on the tactical approach and mentoring was beneficial and subsequent pairings with STs elicited positive feelings from both parties.     

公共管理类专业实践教学模式研究

传统实践教学模式存在诸多问题,公共管理类专业实践教学应围绕以下技能训练展开：组织管理、社交沟通、行政执法、调查研究、统计分析、公文写作与处理等。可以借助＂学生科创＂平台,让学生参与管理类项目的研究,培养学生调查研究、统计分析、项目论证和撰写研究报告等方面的技能;可以借助统一实习平台,让学生接触和参与管理活动、解决管理中遇到的具体问题,提高学生组织、协调、沟通、社交等方面的技能。     

以就业为导向的高职英语专业教学改革

“以就业为导向”的高职高专教学应区别于普通高校的“学科型”教学。高职英语师范类教学应始终贯彻“以就业为导向”的指导思想,突出职教特色,从“学以致用”的教学理念出发,采用任务型教学方法,建立多样化的评价体系,提高学生的专业素质和就业能力,以满足市场对高职英语师范类人才的需求标准。     

开放教育教学资源共建共享——以现实困境与路径机制为中心的探讨

＂开放与共享＂是开放教育的本质,＂开放与共享＂的关键在于优质教学资源的供给。需求与供给的不平衡成为开放教育发展中的障碍,也成为开放教育的现实困境。教学资源的共建共享成为开放教育发展的必然选择,如何突破现有困境,找出开放教育共建共享的合理路径机制,是开放教育切实可行的发展之道。