首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Purpose: The purpose of this study was to provide an integrated analysis of a teacher’s peer-teaching mediation strategies, the student-coaches’ instruction, and the students’ gameplay development across 3 consecutive seasons of sport education. Method: Twenty-six 7th-grade students participated in 3 consecutive sport education seasons of invasion games (basketball, handball, and soccer). The research involved 3 action research cycles, 1 per season, and each cycle included the processes of planning, acting and monitoring, reflecting, and fact finding. Data collection consisted of videotape and audiotape records of all 47 lessons, a reflective field diary kept by the first author in the role of teacher-researcher, and a total of 24 semistructured focus-group interviews. Trustworthiness criteria for assuring the quality of qualitative research included extensive data triangulation, stakeholders’ crosschecking, and collaborative interpretational analysis. Results: Through the application of systematic preparation strategies, student-coaches were able to successfully conduct team instruction that resulted in students’ tactical development and improved performance. Aspects such as the study of predominant configurations of players’ gameplay and similar tactical principles across games within the same category prevented a setback in the complexity of the learning content addressed at the beginning of each season. Players also showed an increasing ability to adapt gameplay to game conditions. Conclusions: While sport education has the capacity to develop competent players, different levels of teacher guidance and learners’ instructional responsibility are necessary when teaching tactics.  相似文献   

2.
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.  相似文献   

3.
  相似文献   

4.
全国男子篮球职业联赛是中国篮球最高级别的比赛,中宇男篮作为一支CBA新军,在经历了两个赛季后,队伍有所调整,主力阵容重新组合,技战术风格随之改变。文章运用统计分析法、调查法等研究方法,对中宇男篮主场比赛进行分析研究,通过对技战术指标的分析,旨在提出有针对性的建议,以提高山西中宇的训练水平。  相似文献   

5.
This study used a quasi-applied research model to identify and develop potentially talented female soccer players. Athletes aged 15–19 years with a background in team ball sports or athletics were targeted for recruitment using advertisements and promotions through various media. Interested athletes attended a 2-day programme of testing, which included assessment of anthropometric, physiological and skill attributes. A combination of factors was used in the final selection of 17 athletes to take part in a 12-month talent development programme. A pre-season programme of five training sessions per week was conducted for 2 months. This programme focused on enabling the players to acquire the necessary ball and game skills to perform competitively in a short time. The squad competed as a team in the reserve grade competition of an Australian state league. At the conclusion of the 25-game season, 10 players were selected for zone teams with two players progressing to state team selection within 6 months. The project demonstrates that it is possible to select potential female soccer players based on anthropometric, physiological and skill attributes.Selection procedures could be enhanced through the development of objective assessment tools that measure tactical and technical competence. Programmes such as this can offer an additional avenue of player recruitment in support of existing procedures.  相似文献   

6.
Talent identification and women's soccer: an Australian experience   总被引：1，自引：1，他引：0  
This study used a quasi-applied research model to identify and develop potentially talented female soccer players. Athletes aged 15-19 years with a background in team ball sports or athletics were targeted for recruitment using advertisements and promotions through various media. Interested athletes attended a 2-day programme of testing, which included assessment of anthropometric, physiological and skill attributes. A combination of factors was used in the final selection of 17 athletes to take part in a 12-month talent development programme. A pre-season programme of five training sessions per week was conducted for 2 months. This programme focused on enabling the players to acquire the necessary ball and game skills to perform competitively in a short time. The squad competed as a team in the reserve grade competition of an Australian state league. At the conclusion of the 25-game season, 10 players were selected for zone teams with two players progressing to state team selection within 6 months. The project demonstrates that it is possible to select potential female soccer players based on anthropometric, physiological and skill attributes. Selection procedures could be enhanced through the development of objective assessment tools that measure tactical and technical competence. Programmes such as this can offer an additional avenue of player recruitment in support of existing procedures.  相似文献   

7.
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.  相似文献   

8.
Abstract

This study analysed the influence of field dimension and players’ skill level on collective tactical behaviours during small-sided and conditioned games (SSCGs). Positioning and displacement data were collected using global positioning systems (15 Hz) during SSCGs (Gk+4 v. 4+Gk) played by two groups of participants (NLP- national-level and RLP-regional-level players) on different field dimensions (small: 36.8 × 23.8 m; intermediate: 47.3 × 30.6 and large: 57.8 × 37.4 m). Team tactical performance was assessed through established dynamic team variables (effective playing space, playing length per width ratio and team separateness) and nonlinear signal processing techniques (sample entropy of distances to nearest opponents and the teams’ centroids’ mutual information). Results showed that the effective playing space and team separateness increased significantly with pitch size regardless of participant skill level (P < 0.001, η2 = 0.78 and P < 0.001, η2 = 0.65, respectively). Playing length per width ratio increased with pitch size for the NLP but was maintained at a relatively constant level by RLP across treatments indicating different playing shapes. There was significantly more irregularity in distances to nearest opponents for the NLP in small (P = 0.003) and intermediate fields (P = 0.01). Findings suggest that tactical behaviours in SSCGs are constrained by field size and skill level, which need to be considered by coaches when designing training practices.  相似文献   

9.
Background: Within a socio-constructivist perspective, this study is situated at the crossroads of three theoretical approaches. First, it is based upon team sport and the tactical act model in games teaching. Second, it took place in dyadic or small group learning conditions with verbal interaction. Furthermore, these interventions were based on cooperative learning (CL) models. The cultural context is the French school curriculum, so it emphasizes the role of sports as social practice and uses the applied concept of French didactic transposition. It took place in a socio-constructivist perspective of the teaching-learning process and extends the notion of debate-of-idea.

Purpose: This article explores the role of CL in a Physical Education (PE) classroom setting and particularly the role of verbal exchanges among peers in team-sport teaching.

Research design: This article reports two interventions. The first study showed the positive effects of discussions within a team in an adapted basketball game. Seventeen boys and 13 girls from a French school (third and fourth grades), all novices in basketball, were assigned to two independent groups of a two (Learning condition) design. Dependent measures included collective game efficacy and individual skill levels. A second study concerned an instructional setting of a handball team game (two attackers against a defender in each half of the ground) with 11–12-year-old girls. Two groups were constituted by learning condition: symmetrical versus dissymmetrical dyads.

Data collection and analysis: During PE lessons, verbal interactions were filmed and recorded for the two studies. Matches were filmed in study 1, while data in study 2 were collected by an expert on an observation worksheet. ANOVA were conducted in both studies.

Results: The two studies showed that oral discussions between peers about the goal and the strategies of the game facilitated the development of motor and tactical skills. The second study showed the superiority of a slightly dissymmetric dyadic condition. The low-skilled pupils in dissymmetrical dyads obtained more benefit from the verbal interactions than those in a symmetrical setting. In the dissymmetrical condition, while the initially low-skilled participants had the highest rate of progression, the initially high-skilled players had to explain their solution and could also benefit from the dyadic interaction.

Conclusion: In both studies, action rules were constructed by peers' verbal exchanges in a reflective way. In a PE socio-constructivist setting, the teaching of games facilitates mutual aid, social relationships, and participation in community activities.  相似文献   

10.
Purpose: The aim of this study was to identify the effects of a differential-learning program, embedded in small-sided games, on the creative and tactical behavior of youth soccer players. Forty players from under-13 (U13) and under-15 (U15) were allocated into control and experimental groups and were tested using a randomized pretest to posttest design using small-sided games situations. Method: The experimental group participated in a 5-month differential-learning program embodied in small-sided games situations, while the control group participated in a typical small-sided games training program. In-game creativity was assessed through notational analyses of the creative components, and the players’ positional data were used to compute tactical-derived variables. Results: The findings suggested that differential learning facilitated the development of creative components, mainly concerning attempts (U13, small; U15, small), versatility (U13, moderate; U15, small), and originality (U13, unclear; U15, small) of players’ actions. Likewise, the differential-learning approach provided a decrease in fails during the game in both experimental groups (moderate). Moreover, differential learning seemed to favor regularity in pitch-positioning behavior for the distance between players’ dyads (U13, small; U15, small), the distance to the team target (U13, moderate; U15, small), and the distance to the opponent target (U13, moderate; U15, small). Conclusions: The differential-learning program stressed creative and positional behavior in both age groups with a distinct magnitude of effects, with the U13 players demonstrating higher improvements over the U15 players. Overall, these findings confirmed that the technical variability promoted by differential learning nurtures regularity of positioning behavior.  相似文献   

11.
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.  相似文献   

12.
Abstract

This study investigated the relative importance of physiological, anthropometric, and skill qualities to team selection in professional rugby league. Eighty-six high performance rugby league players underwent measurements of anthropometric (height, body mass, sum of seven skinfolds), physiological (speed, change of direction speed, lower body muscular power, repeated-sprint ability, prolonged high-intensity intermittent running ability, and maximal aerobic power), technical skill (tackling proficiency, draw and pass proficiency), and perceptual skill (reactive agility, pattern recall, pattern prediction) qualities. A linear discriminant analysis was also conducted comparing those players successful in gaining selection into the professional National Rugby League team with those not selected to determine which, if any, of these qualities could predict selection. Players selected to play in the first National Rugby League game of the season were older, more experienced, leaner, had faster 10m and 40m sprint times, and superior vertical jump performances, maximal aerobic power, tackling proficiency and dual-task draw and pass ability than non-selected players. Skinfold thickness and dual-task draw and pass proficiency were the only variables that contributed significantly (P < 0.05) to the discriminant analysis of selected and non-selected players. These findings suggest that selected physiological, anthropometric, and skill qualities may influence team selection in professional rugby league.  相似文献   

13.
Background: A guiding principle of Sport Education is that all students get equal opportunity to play, which is expedited through the use of small-sided contests. One element included within the philosophy of Sport Education is that of ‘graded competition.’ In graded competition, leagues are arranged that match students of similar skill level against one another, and in some cases, even the game forms are different across the competition levels. To date, there are no studies that have examined the utility of graded competition as promoting either student engagement or learning. Purpose: The purpose of this study was to test the hypothesis that using graded competition would increase opportunities for game involvement and success rates of both higher and lower skill level students. Participants and setting: The participants in this study were 106 fourth-grade students (51 boys and 55 girls, aged 10–11) from two physical education classes within an elementary school in the southeastern United States. The content was an 18-lesson season of mini-handball taught following the principles of Sport Education. While the overall season format for both classes was the same, the composition of teams varied between the two. In the first class, all teams were heterogeneous with a mix of higher and lower skilled players. These students were able to divide into their sub-teams in any combination they wished. In the second class, two homogeneous leagues were formed; one consisting of teams with all higher skilled students and the other with teams of all lower skilled students. There was no inter-league play. Rather, there were two parallel competitions and two championships. Methods: Digital video records were made of 76 games played during the seasons. Each time a player (a) made contact with the ball (a pass, catch, or interception), (b) was the target of a pass but did not receive it (overthrow or interception), or (c) was involved with a shot on goal (as shooter or goalkeeper), that activity was recorded. A 2 (skill: high/low)?×?2 (sex)?×?3 (grouping: all low/all high/mixed) full factorial mixed analysis of variance was conducted on the following dependent variables: (a) percent success, (b) ball engagement rate, and (c) efficiency, with the game being the unit of analysis. Findings: The key finding from this study was that in terms of success rates, engagement rates and playing efficiency, lower skilled students seemed to be at a disadvantage when they participated alongside higher skilled classmates. While less severe, there were also decrements in higher skilled student success rates and efficiency in these mixed-skill conditions. By consequence, while higher skilled boys could thrive in either homogenous or mixed level competitions, many girls and all students with lower skill levels benefitted from playing against students of similar skill levels. Conclusions: The grouping of students in terms of skill level has implications for their in-game behaviors, for the extent to which they can develop improved game performance, and potentially for their motivation to persist during play.  相似文献   

14.
Abstract

To identify performance characteristics that could help predict future elite field hockey players, we measured the anthropometric, physiological, technical, tactical, and psychological characteristics of 30 elite and 35 sub-elite youth players at the end of three consecutive seasons. The mean age of the players at the end of the first season was 14.2 years (s = 1.1). Repeated-measures analyses of covariance, with standard of performance and measurement occasion as factors and age as a covariate, showed that the elite players fared better than the sub-elite players on technical and tactical variables. Female elite youth players also scored better on interval endurance capacity, motivation, and confidence. Future elite players appear to have excellent tactical skills by the age of 14. They also have good specific technical skills and develop these together with interval endurance capacity better than sub-elite youth players in the subsequent 2 years. To verify our conclusions, we will be tracking these players into adulthood.  相似文献   

15.

Purpose: The purpose of this study was to examine the relative effectiveness of 2 forms of physical education instruction on students' skill and technical performance, as well as content knowledge in 3 track and field events. Method: Students from 6 classes in 3 Portuguese schools completed 900-min units conducted under the auspices of sport education or a more traditional teacher-directed format. Classes were randomly assigned to these conditions within each school. Results: Although both groups improved significantly from pretest to posttest, the sport education classes outperformed the traditional classes in both technique and skill execution. Only the sport education group made significant improvements in content knowledge. When the students in the traditional group were tested at the point in time where they would usually complete a unit of physical education (450 min), there were no significant improvements in any of the study's variables. Conclusion: The explanation given for the superior performance outcomes of the sport education classes lies in the nature of formal competition and team affiliation, which are cornerstones of this pedagogical model. That is, students take their learning experiences more seriously than in traditional and often inauthentic classes. In terms of content knowledge, the fact that sport education has a level of content-embedded accountability that holds students accountable for their officiating duties is postulated as a significant contributor to their increased understanding of rules and protocols of athletic events.  相似文献   

16.
ABSTRACT

Optimizing collective behaviour helps to increase performance in mutual tasks. In team sports settings, the small-sided games (SSG) have been used as key context tools to stress out the players’ awareness about their in-game required behaviours. Research has mostly described these behaviours when confronting teams have the same number of players, disregarding the frequent situations of low and high inequality. This study compared the players’ positioning dynamics when manipulating the number of opponents and teammates during professional and amateur football SSG. The participants played 4v3, 4v5 and 4v7 games, where one team was confronted with low-superiority, low- and high-inferiority situations, and their opponents with low-, medium- and high-cooperation situations. Positional data were used to calculate effective playing space and distances from each player to team centroid, opponent team centroid and nearest opponent. Outcomes suggested that increasing the number of opponents in professional teams resulted in moderate/large decrease in approximate entropy (ApEn) values to both distance to team and opponent team centroid (i.e., the variables present higher regularity/predictability pattern). In low-cooperation game scenarios, the ApEn in amateurs’ tactical variables presented a moderate/large increase. The professional teams presented an increase in the distance to nearest opponent with the increase of the cooperation level. Increasing the number of opponents was effective to overemphasise the need to use local information in the positioning decision-making process from professionals. Conversely, amateur still rely on external informational feedback. Increasing the cooperation promoted more regularity in spatial organisation in amateurs and emphasise their players’ local perceptions.  相似文献   

17.
While tactical performance in competition has been analysed extensively, the assessment of training processes of tactical behaviour has rather been neglected in the literature. Therefore, the purpose of this study is to provide a methodology to assess the acquisition and implementation of offensive tactical behaviour in team handball. The use of game analysis software combined with an artificial neural network (ANN) software enabled identifying tactical target patterns from high level junior players based on their positions during offensive actions. These patterns were then trained by an amateur junior handball team (n = 14, 17 (0.5) years)). Following 6 weeks of tactical training an exhibition game was performed where the players were advised to use the target patterns as often as possible. Subsequently, the position data of the game was analysed with an ANN. The test revealed that 58% of the played patterns could be related to the trained target patterns. The similarity between executed patterns and target patterns was assessed by calculating the mean distance between key positions of the players in the game and the target pattern which was 0.49 (0.20) m. In summary, the presented method appears to be a valid instrument to assess tactical training.  相似文献   

18.
Abstract

There is a need for a collective variable that captures the dynamics of team sports like soccer at match level. The centroid positions and surface areas of two soccer teams potentially describe the coordinated flow of attacking and defending in small-sided soccer games at team level. The aim of the present study was to identify an overall game pattern by establishing whether the proposed variables were linearly related between teams over the course of the game. In addition, we tried to identify patterns in the build-up of goals. A positive linear relation and a negative linear relation were hypothesized for the centroid positions and surface areas respectively. Finally, we hypothesized that deviations from these patterns are present in the build-up of goals. Ten young male elite soccer players (mean age 17.3, s=0.7) played three small-sided soccer games (4-a-side) of 8 minutes as part of their regular training routine. An innovative player tracking system, local position measurement (LPM), was used for obtaining player positions at 45 Hz per player. Pearson correlation coefficients were calculated to investigate the proposed linear relation of the key variables. Correlation coefficients indicate a strong positive linear relation during a whole game for the centroid position in all three games, with the strongest relation for the forward-backward direction (r>0.94). For 10 out of 19 goals a crossing of the centroids in this direction can be seen. No negative linear relation was found for surface area (?0.01 < r<0.07). From this study, we concluded that over the course of a whole small-sided game, the forward-backward motion of the centroids is most strongly linearly related. Furthermore, goals show a specific pattern in the forward-backward motion of the centroid. Therefore, surface area and particularly centroid position may provide a sound basis for a collective variable that captures the dynamics of attacking and defending in soccer at team level. Future research should develop these ideas further.  相似文献   

19.
The aim of this study was to examine the effect of an enrichment programme in motor, technical and tactical basketball skills, when accounting for the age of youth sport specialisation. Seventy-six college students (age: M = 20.4, SD = 1.9) were allocated according to three different paths: (i) non-structured (n = 14), (ii) early specialisation (n = 34), and (iii) late specialisation (n = 28), according to information previously provided by the participants about the quantity and type of sporting activities performed throughout their sporting careers. Then, the participants of each path were randomly distributed across control and experimental groups. Variables under study included agility, technical skills circuit, as well as tactical actions performed in a 4-on-4 full-court basketball game. The results indicated improvements in the early and late specialisation paths namely in the experimental training groups. However, the late specialisation path revealed larger benefits, in contrast with the non-structured path, which showed less sensitivity to the enrichment programme, mostly sustained in physical literacy and differential learning. Higher improvements were observed in agility, and also in reducing the number of unsuccessful actions performed during the game. Overall, this study provided evidence of how early sports experiences affect basketball skill acquisition and contribute to adapt to new contexts with motor and technical-tactical challenges. In addition, a path supported by late specialisation might present several advantages in sport performance achievement.  相似文献   

20.
  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号