Effect of Teaching Races for Understanding in Youth Sailing on Performance, Knowledge, and Adherence

©. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Accepted, version of a Published Work that appeared in final form in [Research quarterly for exercise and sport]. To access the final edited and published work see[https://doi.org/10.1080/02701367.2017.137603]Purpose: The purpose of this study was to know whether an intervention using an adaptation of the teaching games for understanding approach (named teaching races for understanding [TRfU]) led participants to improve skill execution, decision making, race performance, race involvement, race knowledge, enjoyment, intention to continue practicing sailing, and perceived competence. Method: Participants were 67 children from a randomly selected sailing school (Mage = 9.32 years, SD = 2.60 years) and 2 coaches. We designed and validated the TRfU lessons, and 1 coach was trained in the approach. The TRfU group participated in 11 lessons. This study followed a mixed- methods data approach. Quantitative data were evaluated using a quasiexperimental pretest– posttest design with a control group. The intervention consisted of teaching sailing using the TRfU approach. Children and coaches’ perceptions were evaluated through an interview on completion of the study. Data were collected using an adaptation of the Game Performance Assessment Instrument, a knowledge questionnaire, 2 psychological scales, and interviews with children and coaches. Results: The TRfU group showed statistically significant improvements in skill execution, decision making, and race performance compared with the control group, as well as significant improvements in race involvement, race knowledge, and enjoyment (ES = 0.64–2.63). Conclusion: Teaching races for understanding can be used in sailing to improve students’ capacity to reflect and connect theoretical knowledge with their motor performance in the race

One-on-one situation decision-making according to equipment in youth basketball

The goal was to verify with which ball participants improved the attackers' decisions in one-on-one game situations during youth basketball. Participants were 88 9- to 11-year-old boys from eight teams. We organized a three-day tournament consisting of 12 games, in which four games were played with each ball among all the teams. The balls differed only in their weight (440 g, 485 g, 540 g). The videos filmed were observed by two observers trained. The dependent variables were number of decisions, appropriate decisions, inappropriate decisions and ratio of correct to incorrect decisions, in the one-on-one situation. Participants made more decisions, and more correct (but not incorrect) decisions, when using the 440 -g rather than the regulation and 540 -g ball. This view requires that youth coaches act as a facilitator of learning, designing practice context according the objective evidence.This research was supported by Fundación Séneca: Agencia Regional de Ciencia y Tecnología de la Región de Murcia: 15349/PHCS/1

Adaptation and Application of the Scale of Intentionality to Continue Playing Youth Basketball

Son varios los trabajos que realzan la importancia de que las escalas psicológicas sean validadas en contextos en los que posteriormente van a ser utilizadas. Esta es una medida que enriquece la validez y fiabilidad del instrumento. La tendencia es utilizar escalas específicas para cada deporte. Los objetivos de este estudio fueron: (a) conocer las características psicométricas de la adaptación de la escala de intencionalidad de ser físicamente activo para jugadores de baloncesto federado de 9-12 años y (b) comprobar esta medida en esa misma etapa. Participaron 619 jugadores. Se adaptó la escala y se obtuvo la validación de contenido y comprensión. Posteriormente se analizó la validez de constructo (análisis factorial exploratorio todos los ítems se agruparon en un factor y confirmatorio χ2/df = 3.94; SRMR = 0.015; GFI = 0.93; CFI = 0.95; TLI = 0.93; RMSEA = 0.04) y criterio (r = 0.74; p < 0.000), la consistencia interna (alfa de Cronbach = 0.88). La intencionalidad de seguir practicando baloncesto fue alta (M = 4.64; SD = 0.43). La escala resulta un instrumento específico, contextualizado, válido y fiable, lo que fue reforzado por altos valores mostrados por los participantes.Several studies have highlighted the importance of psychological scales being validated in contexts in which they will subsequently be used. This is a measure that enriches the validity and reliability of the instrument. The tendency is to use sportspecific scales. The aims of this study were: (a) to know psychometric properties of the intention of being physically active adapted scale to 9-12 years old basketball players, and (b) to verify this measurement in the same basketball stage. The participants were 619 players. The instrument was adapted to obtain content validity and understanding validity. Lately, the instrument was administered to analyze construct validity (exploratory factorial analysis all items were grouped in a factor and confirmatory factor analysis χ2/df = 3.94; SRMR = 0.015; GFI = 0.93; CFI = 0.95; TLI = 0.93; RMSEA = 0.04), criterion validity (r = 0.74; p &lt; 0.000), internal consistency (Cronbach’s alpha = 0.88), and to get information about the participants intention to continue playing basketball (M = 4.64; SD = 0.43). The scale is a contextualized, specific, valid, and reliable instrument what was reinforced by the participants’ high values.Facultad de Humanidades y Ciencias de la Educació

Modelo TPACK en contextos de aprendizaje cooperativo: percepción de alumnado universitario de Educación Física durante la formación docente inicial

Esta investigación persiguió analizar si el modelo TPACK (Technological Pedagogical Content Knowledge - Conocimiento Técnico Pedagógico del Contenido) en contextos de Aprendizaje Cooperativo (AC) favorece la percepción de competencia digital de alumnado universitario de educación física en formación inicial docente. El diseño fue cuasi-experimental pretest-postest sin grupo control con 126 participantes. Tras la intervención, los resultados mostraron el aumento de percepción en las competencias TPACK (disciplinares, pedagógicas, tecnológicas, pedagógicas del contenido, tecnológicas del contenido, tecnológicas pedagógicas, y tecnológicas y pedagógicas del contenido). No hay estudios previos que hayan examinado este modelo en contextos de AC por lo que este trabajo se presenta como una alternativa para fomentar la percepción de la competencia digital docente

Identificación de la intensidad de la actividad física desde educación física en secundaria en tiempos de COVID-19

The current COVID-19 disease pandemic demands wearing face masks for doing physical activity. The use of a mask requires low intensity of the activity. The Physical Education subject is essential to know how to determine the intensity of physical activity. The aim of this proposal is to teach students to identify the intensity of physical activity through effort perception. This practical proposal is aimed at students in the third year of Secondary Education. The proposal consists of four activities to be carried out during 11 sessions. In conclusion, it is expected that students become aware of their own possibilities in different physical activities with suitable intensity. This ability to perceive and differentiate between intensities will help them to practice physical activity with a positive and healthy attitude.La situación actual de pandemia por el COVID-19 demanda el uso de mascarilla para la práctica de actividad física. El uso de mascarilla requiere que la intensidad de dicha actividad no sea alta. La asignatura de Educación Física es fundamental para que se conozca como determinar la intensidad de la actividad física. El objetivo de la presente propuesta es enseñar al alumnado a identificar la intensidad de la actividad física a través de la percepción de su esfuerzo. Esta propuesta práctica está dirigida al alumnado de tercero de Educación Secundaria Obligatoria. La propuesta se compone de cuatro actividades para desarrollar durante 11 sesiones. En conclusión, se espera que el alumnado tome conciencia de sus propias posibilidades a la hora de afrontar actividades físicas con una intensidad adecuada. Esta capacidad de percibir y discriminar entre intensidades les ayudará a que afronten la práctica de actividad física con actitud positiva y saludable

Implementing the European Sports Leadership Programme: A vehicle to help development graduate workplace competencies

This research was part of a large intervention study implementing the European Sports Leadership Programme (ESLP). This paper reports the outcomes of the qualitative study that employed focus groups to assess the students’ perceptions of the 15 competencies determined according to the Framework for qualifications of the European Higher Education Area, before and after the ESLP. Focus groups were carried out at each of the five universities. The ESLP involved university students working as a sports leader for 24 months with the aim to engage more students in university sport, whilst they took part in a graduate employability programme. Each university recruited five sports leaders in their second year at university, to deliver 10 new sport and recreational activities targeting the wider inactive or semi-active student population. Findings highlighted that Organization and planning, Oral and written communication, Development of planning and decision making, and Teamworking, followed closely by Emotional control and Adapting to new situations, were the most commonly reported competencies. They affirmed that this programme had helped to develop these competencies. Use of information, communication and technology, Communication in a foreign language, Research and Emotional control were the most common competencies that students stated they needed to improve further. This research found that implementing the ESLP helped to develop students’ perceptions of their workplace and career competencies. The ESLP is therefore, recommended as one approach to helping universities to develop student’s workplace and career competencies

Effects of a sport leadership programme on the perceptions of university students about their leadership competencies (Efectos de un programa de liderazgo deportivo sobre las percepciones de alumnado universitario)

The main purpose of this study was to evaluate the effects of a sport leadership programme (ESLP) on variables related to the leaders’ perception regarding instrumental, personal, and systemic skills in university students. In doing so, the second purpose was to analyse the trans-cultural validity of the Cuestionario de Evaluación de Competencias Transversales de Grado (CECTGRA). Participated 61 students as leaders, 25 mentors and 25 employers, from five European countries. The design was pre-test-post-test, following a longitudinal approach of 24 months to evaluate the effects of the ESLP on variables related to the leader’s perception. An adaptation of the CECTGRA was administered. The questionnaire was valid and reliable to know the effects of the ESLP on the students’ perceptions. However, the sports leaders did not improve their perceptions of competence regarding development, mastery and relevance after the application of the programme. From the finding of this study it is recommended to improve the programme based on the leadership competencies to develop, the teaching-learning methodologies to follow, the activities to implement, and the roles to determine

Effect of a sport leadership programme on students’ perception of their professional development as a measure of involvement

The European Union stresses the importance of sport as a tool for social and economic development, although there are still few intervention programmes that have been analyzed, it is justified that this type of programme should be carried out in universities. The main objective of this intervention was to analyze whether significant differences would occur after the programme intervention in the analyzed transversal competences of the student volunteers as a measure of involvement. Participated 61 university students (29 female and 32 males, Mage = 23.20 years, SDage = 9.79). Two tests were carried out, at the beginning of the intervention (pre-test) and after 24 months of the intervention (post-test). There were improvements from pre-test to post-test in organization and planning (Δ = .07, d = .35), management of knowledge and information (Δ = .10, d = .32), emotional control (Δ = .09, d = .39), autonomous work (Δ = 0.03, d = .40) and adaptation to new situations (Δ = 0.01, d = .35). According to the effect sizes, the differences were significant in practical terms. Consequently, this means that the students were more involved regarding the pre-test measures. The present work was the first one carried out enacting a European programme on sport leadership assessed on students’ own perception of relevance about their competences as a measure of involvement. In future studies it must be analyzed the actual effect of this program on participants’ competences.peer-reviewe

A Global Litmus Test of Games Based Teaching and Coaching

Game Based Approaches (GBA) are widely recognized as student-centered and inquiry-based approaches to games teaching and coaching that can promote individual engagement and team learning. As approaches that sit upon constructivist epistemologies, GBAs promote holistic learning by emphasizing learner reflection, complexity thinking and social interaction. Since the first publication on Teaching Games for Understanding (TGfU) by Bunker and Thorpe (1982), a growing number of GBA variations have been suggested, sharing similar ideas about game teaching and coaching. However, until today researchers find the implementation of GBAs more challenging than what they would expect. Based on this assertion, the aim of this pilot study was to explore the extent of the use of GBAs in different countries across the world. After a call from the TGfU SIG Executive Board, twelve GBA experts, and members of the TGfU SIG International Advisory Board (IAB), participated in the study. Each expert was representing a different country (Argentina, Australia, Germany, Greece, Ireland, Italy, Japan, Korea, Netherlands, Portugal, Spain, USA). Participants were asked to complete a self-reflective SWOT analysis (strengths, weaknesses, opportunities, and threats), to examine key structural and contextual aspects of GBA. Participants were free to identify the topics that they thought were inherent in their country-specific applications of GBAs (e.g., PE teaching, sport coaching, teacher/coach education and professional development), and critically reflect on them afterwards. Data were cross analyzed based on the debriefing of the commonalities that were identified across the different topics. A thematic analysis was used to construct themes that would represent a common view of participants’ entries per SWOT component. Results indicated that experts approached the SWOT analysis in a similar manner, focusing on topics such as PE teaching and sport coaching, tertiary courses, and professional development programs. The thematic analysis indicated the following themes per SWOT component: academic recognition and pedagogical value (Strengths), theory-practice disconnections and surface pedagogies (Weaknesses), community advocacy and professional networking (Opportunities), narrow mindedness and rigid mentalities (Threats). Results support findings raised in previous research examining the development and dissemination of GBAs. Using Bourdieu’s concepts of field (GBAs as a discrete field), and doxa (shared opinions and beliefs that bind experts together) as a heuristic to interpret our findings, we understand that our participants’ perceptions of the value and logic of GBAs was obtained more through their shared academic affiliation with GBAs and less via their espoused GBA variant. We thus advocate for the adoption of a shared framework to GBA use, as modified game-practice that sets the base for developing thoughtful, creative, intelligent, and skillful players. Keywords: physical education, sport, game-based learning, dox

Integração multicultural através do Hip Hop na Educação Física do Ensino Médio

Nowadays, our society is multicultural which sometimes generates social tensions. The curricular context is no stranger to this scenario; so that it seems normal the social conflicts that arise in schools. The aim of this paper is to show a proposal designed for the area of Physical Education in Secondary School (SS) in order to improve the integration of immigrant students. The proposal is framed worked in the area of corporal expression and specifically using Hip Hop as an alternative mean to favour multicultural integration. Artistic-expressive practices play a crucial role in the development of the learners' motor behaviours. In this regard, Hip Hop culture is characterised by togetherness, social acceptance, creativity, self-improvement and honesty. The project is designed to be applied in the third year of SS, in groups with a high rate of immigration. It is a pilot study, designed on a quasi-experimental proposal without control group. The intervention is based on teaching the fundaments of break dance, at the same time as the students are introduced to the musical culture and concepts that surrounds it. The proposal is developed in 12 sessions over six weeks. Through Hip Hop, as a pedagogical mean, we emphasise aspects associated with cultural origin, cooperative work, critical awareness, autonomy, challenge tasks and the novelty of the content. The measures implemented have an impact on the multicultural acceptance of the micro-society that constitutes the Physical Education classroom.La sociedad actual es multicultural, lo que en ocasiones motiva tensiones sociales. El contexto educativo no es ajeno a este escenario y en los centros se producen conflictos que reproducen dichas tensiones. El objetivo del presente trabajo es mostrar una propuesta diseñada para el área de Educación Física en Educación Secundaria Obligatoria (ESO), con el fin de mejorar la integración de alumnado inmigrante. Para lograrlo, la propuesta se circunscribe al área de la expresión corporal y en concreto utilizando el Hip Hop como un medio alternativo para favorecer la integración multicultural. Las prácticas artístico-expresivas juegan un rol crucial en el desarrollo de las conductas motrices de los aprendices. En este sentido, la cultura Hip Hop se caracteriza por la unión, aceptación social, creatividad, afán de superación y la honestidad. El proyecto está ideado para ser aplicado en tercero de ESO, en centros con alta tasa de inmigración. Se trata una propuesta cuasi-experimental sin grupo control de carácter piloto. La intervención se basa en enseñar los fundamentos del break dance, a la vez que el alumnado se adentra en la cultura musical y conceptos que lo envuelve. La propuesta se desarrolla en 12 sesiones durante seis semanas. A través del Hip Hop, como recurso pedagógico, se incide sobre aspectos asociados con el origen cultural, trabajo cooperativo, conciencia crítica, autonomía, reto de aprendizaje y novedad del contenido. Las medidas implementadas impactan en la aceptación multicultural de la micro-sociedad que constituye el aula de Educación Física.A sociedade atual é multicultural, o que às vezes motiva tensões sociais. O contexto educacional não é alheio a este cenário e ocorrem conflitos nas escolas que reproduzem essas tensões. O objetivo deste trabalho é apresentar uma proposta concebida para a área da Educação Física no Ensino Secundário Obrigatório (ESO), com o objetivo de melhorar a integração dos alunos imigrantes. Para tal, a proposta limita-se à área da expressão corporal e, especificamente, utilizando o Hip Hop como meio alternativo para promover a integração multicultural. As práticas artístico-expressivas desempenham um papel crucial no desenvolvimento dos comportamentos motores dos alunos. Nesse sentido, a cultura Hip Hop é caracterizada pela união, aceitação social, criatividade, desejo de melhorar e honestidade. O projeto está pensado para ser aplicado no terceiro ano do ESO, em centros com alta taxa de imigração. É uma proposta quase experimental sem um grupo de controle piloto. A intervenção baseia-se no ensino dos fundamentos do break dance, enquanto os alunos se aprofundam na cultura musical e nos conceitos que a envolvem. A proposta é desenvolvida em 12 sessões ao longo de seis semanas. Por meio do Hip Hop, como recurso pedagógico, há impacto sobre aspectos associados à origem cultural, trabalho cooperativo, consciência crítica, autonomia, desafio de aprendizagem e novidade de conteúdo. As medidas implementadas impactam na aceitação multicultural da micro-sociedade que constitui a sala de aula de Educação Física