The educational value of the rules in volleyball

The rules of team sports and the technical and tactical methods applicable to them are essential for competitive sports. The correct competition is triggered by the automatic mechanism of the sanction following the violation of a rule of the game which is also helped by the relational dynamics of the individual members of the group who demand the application of the rule to continue playing. The competition can also be self-regulated by the two groups that compete for the victory without even the direct action of the referee as always happens in training activities. This phenomenon can be found only in those contexts where the rule is necessary and alone sufficient to ensure the orderly development of the activities. The objective of the study is to identify in the individual team sports the significant elements of the rules of the game and the related technical and tactical behaviours and to identify an inventory of significant behaviours. The method is the documental archive research for the analysis of the rules of individual team sports, a subsequent comparative method between grids of indicators, descriptors and weights that classify rule, technique and tactics. The expected results will focus on the congruent presence of the significant elements and the commonality or discordance between team sports. The data is useful to measure the quantity of significant behaviours in order to qualitatively elaborate the value of each of them with respect to the other current behaviours of quantitative performance and to establish the connections. Subsequently, self-perception requests can be given to practitioners (athletes and students) on the specific connections between the need for the rule and its application in order to be able to play sportively at the highest levels with gratification and satisfaction. The results are useful for possible reflections and focus on the reproducibility of the investigated mechanism to other social activities through educational and formative action

The formative value of soccer rules

The rules of the game of football and the technical and tactical methods applicable to them are indispensable for playing sports in a competitive way. The correct competition was born from the automatic mechanism of the sanction following the violation of a game rule, which is also favoured by the relational dynamics of the individual members of the group who claim the application of the rule to continue playing. The competition can also be self-regulated by the two groups that compete for the victory without even the decisive action of the referee, as always happens in training activities. This phenomenon is found only in those contexts where the rule is necessary and sufficient on its own to guarantee the orderly development of the activities. The aim of the study is to identify significant elements of the game rules and related technical and tactical behaviours in football and to identify an inventory of significant behaviours. The method is documentary archival research for the analysis of the rules of individual team sports, a subsequent comparative method between grids of indicators, descriptors and weights that classify rule, technique and tactics. The expected results will focus on the appropriate presence of significant elements and commonality or discordance. The data are useful for measuring the amount of significant behaviours for qualitative processing of the value of each of them compared to other current behaviours of quantitative performance and for establishing connections. Subsequently, requests for self-perception can be administered to practitioners (athletes and students) on the specific connections between the need for the rule and its application in order to play sportily at the highest levels with gratification and satisfaction. The results are useful for any reflection and attention to the reproducibility of the mechanism studied for other social activities through an educational and training action

Nuove tecnologie informatiche e scienze motorie: approcci applicativi in ambienti educativi

2010 - 2011Lo sviluppo delle nuove tecnologie a supporto della didattica ha determinato l’inarrestabile crescita dei modelli d’insegnamento–apprendimento a distanza, sempre più flessibili ed efficaci, basati sull’utilizzo delle tecnologie digitali. Ad oggi è sicuramente possibile individuare diversi ausili tecnologici adoperati, al pari di differenti risorse didattiche per l’apprendimento, come i software specifici per la didattica, noti con il nome di edu-software, le risorse elettroniche, come archivi di immagini e video, e gli ambienti tecnologici per l’apprendimento. In questo scenario, però, le tecnologie non sono state utilizzate in modo del tutto equo nei diversi contesti educativi. Infatti, è possibile individuarne l’utilizzo negli approcci didattici prettamente ad indirizzo scientifico, come l’insegnamento della matematica, della fisica o della chimica; nell’area umanistica, già è possibile osservare un utilizzo moderato delle nuove tecnologie, mentre nell’ambito delle attività motorie hanno trovato impieghi poco significativi. La pratica di attività motorie come strumento educativo rappresenta un momento di crescita sia sotto il profilo fisico che sotto il profilo intellettivo e può anch’essa trovare punti di contatto significativi ed opportuni con le nuove tecnologie informatiche. In questo lavoro di tesi ci si è posti l’obiettivo di dimostrare come sia possibile utilizzare le nuove tecnologie informatiche, limitatamente ad alcune sue forme, per integrare i classici approcci formativi adoperati nel mondo delle attività motorie, proponendo l’utilizzo di specifici ausili tecnologici per la fase di valutazione dei gradi di abilità conseguiti dagli studenti. Il lavoro di tesi si fonda su un’accurata analisi e una precisa dissertazione delle tecnologie utilizzate in ambito educativo e su una disamina puntuale delle peculiarità necessarie per la sperimentazione delle tecnologie informatiche nell’educazione motoria, con particolare riferimento ai sistemi di valutazione della “prestazione”. Al fine di determinare la metodologia e le tecnologie più adeguate per la valutazione motoria si sono analizzati i contributi scientifici più significativi, ponendo particolare enfasi sui requisiti che gli strumenti adoperati devono possedere per un corretto, efficace e non invasivo impiego anche in contesti educativi. Gli strumenti sono stati classificati in funzione dell’applicabilità nei diversi momenti valutativi dell’attività motoria, in funzione dei requisiti di input/output richiesti e delle relative caratteristiche fisiche e tecnologiche. Con riferimento alla valutazione motoria, inoltre, sono stati ampiamente dettagliati i compendi sull’attività fisica proposti sia per i giovani che per gli adulti, evidenziando come la codifica delle singole attività motorie attraverso i MET – Metabolic Equivalent Task permetta una classificazione efficace e condivisa da tutta la comunità scientifica. Definiti gli strumenti per la valutazione dell’attività motoria, è stato sviluppato un sistema ITS – Intelligent Tutoring System, cioè un software in grado di emulare le prestazioni di un tutor, specificatamente progettato ed implementato per l’utilizzo nell’attività motoria. L’aspetto più innovativo del sistema è rappresentato dal modello studente che, attraverso l’implementazione con tecnologie proprie dell’intelligenza artificiale, come la logica Fuzzy e le Reti Neurali, garantisce una classificazione delle attività motorie con schemi di valutazione e codifiche assolutamente affini a quelle effettuate, nella realtà, dai docenti. La tecnologia proposta è stata oggetto di diversi step di valutazione, legati ad aspetti simulativi e sperimentali. In particolare è stata organizzata una sessione di valutazione presso una scuola media di Enna, in cui i ragazzi hanno svolto un programma di attività motoria predisposto dal loro docente di educazione fisica attraverso una console di Active Video Gaming, la Nintendo Wii, “giocando” con il video-game “EA Active Sports” ed indossando un accelerometro della Nike connesso con un iPod della Apple. Alla fine del percorso di attività motoria il sensore è stato collegato al PC e il modulo studente implementato ha opportunamente valutato l’attività fisica espletata, per mezzo di una comparazione tra il consumo calorico atteso, predeterminato attraverso i MET delle diverse attività, e quello realmente misurato dal sensore indossato. Le sperimentazioni proposte hanno fornito indicazioni di assoluta affinità tra le valutazioni dei docenti e quelle fornite dal modulo studente. La proposta descritta vuole rappresentare una modalità educativa, in quanto consente agli studenti di svolgere esercizi di educazione motoria, al pari delle altre discipline, in maniera autonoma. Il sistema proposto, inoltre, fornisce loro una valutazione oggettiva della “prestazione” eseguita che consente loro di monitorare i loro progressi formativi. [a cura dell'autore]X n.s

The effects of match-playing aspects and situational variables on achieving score-box possessions in Euro 2012 Football Championship

The aim of this study was to examine the independent and interactive effects of several match-playing aspects and situational variables on the probability of achieving score-box possessions in the 2012 European Championship. The non-clinical magnitude-based inferences method was used to interpret the true effect of the performance indicators on the response variable. The logistic regression analysis in univariate perspective showed that the probability of achieving score-box possessions was greater in the second half than in the first (OR: 1.23, P<0.05, very likely positive effect), but it was lower when a team performed a direct attack rather than a possession play (OR: 0.49, P< 0.001, most likely negative effect), when the possession started in the right path of the field than in the left (OR: 0.69, P < 0.01, most likely negative effect), and when a team played against highest ranked team (from very to most likely negative effect). In multivariate perspective, the negative effect of the direct attack to the probability of achieving score-box possessions was confirmed, and an interactive effect showed that this outcome was greater in the knockout phase of the tournament than in the relative group-stage (OR: 0.62, P< 0.05, very likely negative effect)

Tactical Games Model as curriculum approach at elementary school: Effects on in-game volleyball technical improvements

Objective: To assess the effects of a tactical games model (TGM) instructional plan on technical volleyball performances of elementary school students by taking into account for sex. Method: Thirty-nine fourth-grade students participated in a 15-week unit developed according to TGM. Their improvements in technical in-game skills were assessed by means of Team Sport Assessment Procedure indexes: volume of play, efficiency index, and performance score. A 2(sex) x 3(time) ANOVA with repeated measure was used to verify the students’ improvements. Effect size measures were used to interpret main effects and post-hoc analysis. Results: An overall large improvement resulted at the end of the instructional period, and this improvement seems to remain at least until the end of summer vacation. In pre-post training comparison, the improvements had similar moderate to large effect for both groups, while outcomes ‘differences were negative between post-training and the end of summer vacation. Girls seem to achieve greater and well-established improvements throughout the instructional plan. Implications: Teachers have to take into account sex when designed their lessons because these factors can enhance student’s learning processes. Furthermore, the results suggested the need to design developmentally adequate learning experiences during summer vacation for avoiding detrimental effect on students’ learning scores

Validity Analysis of Wii Balance Board Versus Baropodometer Platform Using an Open Custom Integrated Application

Abstract Standing balance tests represent the most common way to assess person's functional ability and they were realized by means of specialized and expensive platforms, especially in clinicians' environments. Wii Balance Board (WBB) is video-game based device that measures center of pressure (CoP) oscillations and it showed promising performance compared with 'gold standard' force platforms. In this paper we propose an open integrated custom application to define balance outcomes using WBB. These outcomes were used to execute a validity analysis of WBB performance compared with baropodometer platform (BP). Ten subjects performed two standing balance tests with open and closed eyes respectively on WBB and BP in separate occasion. Validity analysis was carried out using r-Pearson correlation coefficient, ICC analysis, paired-sample t-Test and Bland-Altman plots. Results confirmed that the WBB, although has a fraction of cost of other platforms, represents a tool suitable for some clinician analysi

How can the technology be integrated in Outdoor Movement Education for children and the youth with special needs?

The technological innovations of the last decade have caused countless changes to everyone's lifestyle, especially in the number of hours spent in front of a screen. These generational differences are even more marked if the new generations of students are taken into consideration, in fact, even at the school level, technological innovations have brought changes. Just as lifestyle and teaching have changed, what is considered as the "needs" of pupils and how they live and relate both in formal and informal environments have also changed. Considering the emergency period caused by the COVID-19 pandemic, greater attention has been paid to the importance of exercising and everyone has also re-evaluated the beauty and benefits of exercising outdoors. Outdoor Movement Education in this sense can be a key that allows the new generations to experience the emotions and sensations that can be felt during outdoor moving activities. This work is a reflection on how technology can be a tool to increase the benefits in Outdoor Movement Education considering children and youth with special needs. The results of this work have shown how the use of technology in Outdoor Movement Education brings numerous advantages both under the didactic profile (i.e., life skills) and with regard to the cognitive (i.e., attention and concentration), motor (i.e., motor skills, fundamental movement skills) and affective (i.e., enjoyment) domains of learning respectively

Effects of two different physical education teaching approaches on the levels of enjoyment in the Italian primary school students

Physical education allows children to develop motor skills, but it has an impact on affective domain too. The aim of this study was to analyse the effects of two different teaching approaches on the levels of enjoyment of 9-year-old pupils who attended the fourth grade of the primary school. A pre- post- repost design was used as a mean of a longitudinal study. The participants involved were divided into two groups: Teaching skill group (TS) and Teaching games group (TGM). The TS group followed a protocol using the traditional skill-based approach, while the TGM group followed the Tactical Game Model approach, highlighting tactical problems and awareness. The level of enjoyment was assessed by administering the PACES questionnaire. The results show no statistically significant difference, but it can be seen that the TGM group had a more positive trend in enjoyment levels than the TS group. Furthermore, carrying out an analysis by gender it was seen that the females of the TGM group had increases in the scores on the positive scale in the post intervention. In this respect, the physical education teacher has to account for affective learning outcomes when they identify the teaching methods for their courses

La valutazione nei processi di insegnamento basati sul gioco-sport

The assessment of fundamental movement skills is one of the main researchtopics addressed to the studies related to physical and sport education.It is widely established that a proficiency level of motor skill developmentis related with behaviours oriented to well-being across the lifecourse. Furthermore, the relationship between the developmental level ofthe fundamental movement skills and the sport practice is well recognized.Anyway, a few studies addressed the methods useful for providing valid,ecological and authentic assessment of the competence needed in teamsport-related games learning process. On the other hand, sport games arewidely adopted in the physical education curriculum across the world. Bykeeping in mind these evidences, the current study addresses these issuesand it provides a detailed description of two authentic methods used themost for assessing the psychomotor domain of learning.La valutazione delle abilità motorie fondamentali nelle fasi centrali dellosviluppo di ogni essere umano rappresenta un tema di assoluto interessenelle rispettive comunità di pratica e, più in generale, nel dibattito scientificointernazionale. È stato ampiamente dimostrato, infatti, come un adeguatolivello di sviluppo motorio acquisito in età giovanile sia associato a diversiindicatori di benessere psico-fisico apprezzabili lungo tutto l’arco dellavita. Allo stesso tempo, è ben supportata dalla letteratura la relazione che viè tra i livelli di sviluppo motorio e l’attitudine di un ragazzo alla pratica di attivitàsportiva. Tuttavia, mentre sono numerosi, e ben documentati, i metodie gli strumenti dedicati alla valutazione delle abilità motorie discrete, l’attenzioneverso le abilità motorie complesse richieste nei giochi sportivi disquadra è meno elevata. Di contro, nei contesti educativi i giochi sportivi disquadra sono ampiamente utilizzati come elementi di base delle unità diapprendimento proposte in educazione fisica e, pertanto, devono esseresottoposti a processi di valutazione. Con riferimento a questo contesto, ilpresente contributo affronta il composito ed articolato tema della valutazionedegli apprendimenti legati a sessioni formative basate sul gioco-sportattraverso una breve analisi della problematica dal punto di vista delle comunitàdi pratica e la descrizione di metodi autentici di assessment per ildominio psico-motorio interessato dallo specifico processo di insegnamento-apprendimento