Assessment for tactical learning in games : a systematic review

The assessment of tactics is a subject of great interest in physical education and sport pedagogy. However, the lack of knowledge of the topic and the variety of assessment instruments makes the assessment of tactics difficult. This study aimed to describe assessment in relation to tactical learning outcomes through an analysis of assessment instruments, based on variables that must be considered when using an instrument: (a) criteria definitions; (b) tactical levels; (c) indexes; (d) units of observation; (e) player/learner roles and (f) institutional contexts. Hence, the following instruments were found: Game Performance Assessment Instrument, spatial location instruments, Game Performance Evaluation Tool, Team Sport Assessment Procedure, and System of Tactical Assessment in Soccer. Building on the review’s purpose, the following issues were found. First, some studies reviewed used non-validated criteria. Second, not all studies considered the three tactical levels (match level, partial forefront level and primary level). Third, the majority of the studies used indexes that masked the results. Four, the individual unit of observation was widely used to assess global tactical learning outcomes. Five, many instruments were used in contexts for which they were not validated. According to these limitations, general recommendations are proposed. First, researchers should use validated instruments as long as the characteristics of the instruments are aligned with the nature of the study. Second, it is recommended when validating an instrument to consider the following general guidelines: (1) only use validated criteria descriptions; (2) include all three tactical levels; (3) do not use indexes; (4) use the team as the unit of observation; (5) assess both defender and attacker roles; (6) develop the instrument in the same institutional context as the study context; (7) include context variables if applicable

Modernización del Sistema Aduanero y su vinculación con la sociedad civil

Informe de investigación--Universidad de Costa Rica, Vicerrectoría de Acción Social, Trabajo Comunal Universitario. 2012. Para mayor información puede escribir a [email protected] documento es una guía a los agroexportadores para que conozcan información general sobre los formularios exigidos en el tema de exportación, tales como modernización del sistema aduanero costarricense, notificaciones previas, el compendio de leyes en materia aduanera, la inscripción como importador, entre otras. La información del presente documento se complementa con las presentaciones adjuntas en este fichero.Universidad de Costa RicaUCR::Vicerrectoría de Acción Social::Trabajo Comunal Universitario (TCU

Role of age and comorbidities in mortality of patients with infective endocarditis

[Purpose]: The aim of this study was to analyse the characteristics of patients with IE in three groups of age and to assess the ability of age and the Charlson Comorbidity Index (CCI) to predict mortality. [Methods]: Prospective cohort study of all patients with IE included in the GAMES Spanish database between 2008 and 2015.Patients were stratified into three age groups:<65 years,65 to 80 years,and ≥ 80 years.The area under the receiver-operating characteristic (AUROC) curve was calculated to quantify the diagnostic accuracy of the CCI to predict mortality risk. [Results]: A total of 3120 patients with IE (1327 < 65 years;1291 65-80 years;502 ≥ 80 years) were enrolled.Fever and heart failure were the most common presentations of IE, with no differences among age groups.Patients ≥80 years who underwent surgery were significantly lower compared with other age groups (14.3%,65 years; 20.5%,65-79 years; 31.3%,≥80 years). In-hospital mortality was lower in the <65-year group (20.3%,<65 years;30.1%,65-79 years;34.7%,≥80 years;p < 0.001) as well as 1-year mortality (3.2%, <65 years; 5.5%, 65-80 years;7.6%,≥80 years; p = 0.003).Independent predictors of mortality were age ≥ 80 years (hazard ratio [HR]:2.78;95% confidence interval [CI]:2.32–3.34), CCI ≥ 3 (HR:1.62; 95% CI:1.39–1.88),and non-performed surgery (HR:1.64;95% CI:11.16–1.58).When the three age groups were compared,the AUROC curve for CCI was significantly larger for patients aged <65 years(p < 0.001) for both in-hospital and 1-year mortality. [Conclusion]: There were no differences in the clinical presentation of IE between the groups. Age ≥ 80 years, high comorbidity (measured by CCI),and non-performance of surgery were independent predictors of mortality in patients with IE.CCI could help to identify those patients with IE and surgical indication who present a lower risk of in-hospital and 1-year mortality after surgery, especially in the <65-year group

A somatic coliphage threshold approach to improve the management of activated sludge wastewater treatment plant effluents in resource-limited regions

Versión aceptada para publicaciónEffective wastewater management is crucial to ensure the safety of water reuse projects and 29 effluent discharge into surface waters. Multiple studies have demonstrated that municipal 30 wastewater treatment with conventional activated sludge processes is inefficient for the removal 31 of the wide spectrum of viruses in sewage. In this study, a well-accepted statistical approach was 32 used to investigate the relationship between viral indicators and human enteric viruses during 33 wastewater treatment in a resource-limited region. Influent and effluent samples from five urban 34 wastewater treatment plants (WWTP) in Costa Rica were analyzed for somatic coliphage and 35 human enterovirus, hepatitis A virus, norovirus genotype I and II, and rotavirus. All WWTP 36 provide primary treatment followed by conventional activated sludge treatment prior to 37 discharge into surface waters that are indirectly used for agricultural irrigation. The results 38 revealed a statistically significant relationship between the detection of at least one of the five 39 human enteric viruses and somatic coliphage. Multiple logistic regression and Receiver Operating Characteristic curve analysis identified a threshold of 3.0 ×103 40 (3.5-log10) somatic 41 coliphage plaque forming unit per 100 mL, which corresponded to an increased likelihood of encountering enteric viruses above the limit of detection (>1.83×102 42 virus target/100 mL). 43 Additionally, quantitative microbial risk assessment was executed for famers indirectly reusing 44 WWTP effluent that met the proposed threshold. The resulting estimated median cumulative 45 annual disease burden complied with World Health Organization recommendations. Future 46 studies are needed to validate the proposed threshold for use in Costa Rica and other regions.Universidad de Costa Rica/[]/UCR/Costa RicaNational Science Foundation/[OCE-1566562]/NSF/Estados UnidosUCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias de la Salud::Instituto de Investigaciones en Salud (INISA)UCR::Vicerrectoría de Docencia::Salud::Facultad de Microbiologí

Diseño y validación de un instrumento para evaluar el aprendizaje desde una perspectiva táctica en fútbol en Educación Física escolar e iniciación deportiva

Los modelos de enseñanza basados en la táctica tienen un papel central en el área de Educación Física e iniciación deportiva, debido a las mejoras reportadas con respecto a la enseñanza tradicional, basada en la técnica. Sin embargo, mientras que los enfoques bajo una perspectiva táctica proliferan, las formas e instrumentos de evaluación disponibles distan poco de los que se empleaban en la enseñanza tradicional. Además, los profesores, entrenadores e investigadores han reportado dificultades en la evaluación bajo esta perspectiva táctica por falta de información al respecto. A partir de estos antecedentes, la presente tesis doctoral persiguió diseñar un instrumento, validarlo y dotarlo de fiabilidad para que permitiese evaluar el aprendizaje desde una perspectiva táctica en fútbol en Educación Física escolar e iniciación deportiva. Para ello, se desarrollaron tres estudios. En el Estudio 1, se llevó a cabo una revisión sistemática sobre la evaluación del aprendizaje bajo una perspectiva táctica. Se siguió la metodología de “Preferred Reporting Items for Systematic reviews and Meta-Analyses” (PRISMA) y la prevención del riesgo de sesgo. En total se analizaron 50 estudios. Se identificaron los instrumentos más utilizados y seis limitaciones en su uso: (a) usaban criterios no validados, (b) no consideraban los niveles tácticos, (c) usaban índices matemáticos cuantificables, (d) la unidad de observación era individual, (e) no evaluaban todos los roles y (f) se usaban en contextos donde no estaban validados. En el Estudio 2, se desarrolló el diseño y validación de un instrumento para evaluar el aprendizaje bajo una perspectiva táctica. Se realizó en dos etapas. Una de diseño, con tres fases: (a) revisión de literatura, (b) observación exploratoria y (c) consulta a expertos. La otra etapa de validación, con cinco fases para obtener la validez de contenido, comprensión, constructo, criterio y fiabilidad. Se obtuvo un instrumento validado con 22 criterios para evaluar el aprendizaje táctico en fútbol de 8 a 12 años, en Educación Física e iniciación deportiva y que supera las limitaciones de la literatura. En el Estudio 3, se desarrolló la validación psicométrica del instrumento creado en el Estudio 2, a través del análisis estadístico de los criterios, estudio de la dimensionalidad, fiabilidad y validez externa. Se obtuvo una versión validada psicométricamente, que se divide en cuatro dimensiones (ataque apropiado, ataque inapropiado, defensa apropiada y defensa inapropiada) y 12 criterios. En definitiva, en este trabajo se obtiene un instrumento de evaluación en consonancia con los elementos clave que determinan el concepto de táctica, lo que permite una evaluación alineada y ecológica de acuerdo con la enseñanza de los juegos desde una perspectiva táctica.Tactics-based pedagogical models play a central role in the literature in physical education and youth sports due to the reported improvements in learning to play games compared to a traditional way of teaching, based on technique. However, while tactical approaches are proliferating in the literature, the forms and instruments of assessment are not very different from those used in traditional teaching. Moreover, teachers, coaches and researchers have reported difficulties with assessment under this tactical approach due to a lack of quality information. Within this context, the present doctoral thesis aimed to design, validate, and obtain the reliability of an instrument to assess learning from a tactical perspective in football in school physical education and youth sports. To this end, three studies were carried out. In Study 1, a systematic review was developed on the assessment of learning from a tactical perspective. The Preferred Reporting Items for Systematic reviews, Meta-Analyses (PRISMA) methodology, and the prevention of risk of bias were followed. A total of 50 studies were analyzed. Our results revealed the most commonly used instruments. Six limitations in their use were identified: (a) they used unvalidated criteria, (b) they did not assess tactical levels, (c) they used quantifiable mathematical indexes, (d) they used an individual unit of observation, (e) they did not assess all roles, and (f) they were used in contexts where they were not validated. In Study 2, an instrument was designed and validated to assess learning from a tactical perspective. This task was carried out in two stages. First, there was a design stage, with three phases: (a) literature review, (b) exploratory observation, and (c) panel of experts. Second, there was a validation stage, with five phases to obtain content, comprehension, construct, and criterion validities and reliability. A validated instrument was developed that overcomes the limitations showed in the literature. The instrument comprises 22 criteria to assess tactical learning in football from 8 to 12 years old, in physical education and youth sports. In Study 3, the psychometric validity of the instrument created in Study 2 was obtained through: (a) statistical analysis of the criteria, (b) study of dimensionality, (c) reliability, and (d) external validity. The outcome was a revised version of TAIS divided into four dimensions (appropriate attack, inappropriate attack, appropriate defence and inappropriate defence) and 12 criteria, which allows for an aligned and ecological assessment of games from a tactical perspective

If 'the medium is the message', what do students learn to do in NLP and GBAs within physical education?

Building on the original work of Bunker and Thorpe and their Teaching Games for Understanding (TGfU) approach to physical education, there is now a proliferation of Game Based Approaches (GBA) in the research literature (Bunker & Thorpe, 1982; 1983). Unlike other approaches to games teaching and coaching which trace their roots to TGfU, Non Linear Pedagogy (NLP) has been defined as distinct from, and even an alternative to, TGfU (Renshaw et al., 2016). Although comparisons between approaches have arisen at a theoretical level, there is no comparison of the influence that these approaches have on learners. Addressing this issue, we turn to Postman and Weingartner’s (1971) pedagogical use of the famous aphorism of Marshall McLuhan, that ‘the medium is the message’. Deploying this concept, we ask: what is the message that the use of these approaches sends? First, we identify the main features of NLP and TGfU. Second, we compare their media with reference to two empirical studies. Third, we identify and discuss questioning and decision-making as two key differences between these otherwise similar approaches. Finally, we consider the implications of these results for teaching and learning of games under Mcluhan’s aphorism

Design and Validation of the Tactical Assessment Instrument in Football (TAIS)

©2021. 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/10.1080/02701367.2021.1889457The focus on tactics has made assessment more difficult due to the lack of knowledge in the topic and the limitations of current tactical assessment instruments. Purpose: To design and validate a tactical assessment instrument in youth football (TAIS) following an exhaustive, ecological and meticulous process and dealing with the limitations found in the literature. Method: The design was divided in two stages related to its development and validation. During the development stage: (a) a preliminary list of criteria was determined through a literature review; (b) the criteria were delimited through an exploratory observation; and (c) the adequacy of the criteria was determined by consulting experts. In the validation stage: (a) content and comprehension validity were obtained by consulting experts and through a systematic game observation; (b) construct validity was obtained by comparing the tactical outcomes from two groups with different skill levels; (c) criterion validity was established by comparing the tactical outcome using Game Performance Assessment Instrument and the present instrument, and (d) the reliability was obtained through inter-rater reliability. Results: The research process showed that the instrument is a valid and reliable tool comprised of 22 criteria to assess tactical outcomes in 8–12 years old youth football. Conclusion: The TAIS presents several advantages in practical terms with respect to assessment. First, it allows assessment of the three tactical levels nested in the unit of observation. Second, it considers all the player roles. Third, results are presented without general indexes. Fourth, it can be used to assess participants from all the institutional contexts. Finally, it includes contextual variables

Design and validation of the Tactical Assessment Instrument in football (TAIS)

The focus on tactics has made assessment more difficult due to the lack of knowledge in the topic and the limitations of current tactical assessment instruments. Purpose: To design and validate a tactical assessment instrument in youth football (TAIS) following an exhaustive, ecological and meticulous process and dealing with the limitations found in the literature. Method: The design was divided in two stages related to its development and validation. During the development stage: (a) a preliminary list of criteria was determined through a literature review; (b) the criteria were delimited through an exploratory observation; and (c) the adequacy of the criteria was determined by consulting experts. In the validation stage: (a) content and comprehension validity were obtained by consulting experts and through a systematic game observation; (b) construct validity was obtained by comparing the tactical outcomes from two groups with different skill levels; (c) criterion validity was established by comparing the tactical outcome using Game Performance Assessment Instrument and the present instrument, and (d) the reliability was obtained through inter-rater reliability. Results: The research process showed that the instrument is a valid and reliable tool comprised of 22 criteria to assess tactical outcomes in 8-12 years old youth football. Conclusion: The TAIS presents several advantages in practical terms with respect to assessment. First, it allows assessment of the three tactical levels nested in the unit of observation. Second, it considers all the player roles. Third, results are presented without general indexes. Fourth, it can be used to assess participants from all the institutional contexts. Finally, it includes contextual variables

A Teaching Games for Understanding Programme to Deal with Reasons for Dropout in Under11 Football

©2020. 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/10.1080/02701367.2020.1759767Young players report that they dropout of organized football due to excessive emphasis on technical execution, low success, and the lack of autonomy and motivation experienced by players during training sessions. Purpose: To determine whether a TGfU intervention during a youth football program led players to improve in variables related to dropout. That means tactical-technical competence (decision-making, skill execution), success (successful game performance), autonomy (number of decisions made, player autonomy, number of game involvements, player participation), and motivation (enjoyment, intention to be physically active). Method: Twenty under-11-players and two coaches were recruited from 17 clubs. A pretestposttest design with a multi-method approach was used. Coaches were trained and mentored in TGfU. Data were collected using Game Performance Assessment Instrument, enjoyment and intention to be physically active scales, and two focus groups with the players and the coaches. Results: Players improved in decision-making, skill execution, successful game performance, number of decisions made, number of game involvements, and intention to be physically active (p < .05). Participants attributed the results to the TGfU pedagogical features emphasized during the coaches’ training and mentoring. Conclusion: Considering the reasons for dropout in football, in terms of excessive emphasis on technical execution, low success, and the lack of autonomy and motivation experienced by players, TGfU could be a useful pedagogical approach for teaching-learning organized youth football. The TGfU pedagogical features emphasized during coaches’ training and mentoring could be crucial to obtain these results due to the fact that they were the sub-themes highlighted during the focus groups

Enseñanza comprensiva de contenidos sociomotrices con estudiantes universitarios atendiendo a las restricciones por la COVID-19

El objetivo fue averiguar si la enseñanza de contenidos sociomotrices mediante un enfoque comprensivo (TGfU), en función del escenario restrictivo a consecuencia de la COVID-19, afectó cognitivamente al alumnado universitario. El estudio fue retrospectivo, cuasi-experimental y multi-métodos, en el que se diferenció un grupo pre-COVID y otro COVID. Cuantitativamente, el diseño fue pretest y posttest para analizar el nivel cognitivo del alumnado. Cualitativamente, el diseño fue posttest para examinar sus percepciones sobre el enfoque TGfU. El grupo pre-COVID incluyó al alumnado del curso 2019/20 (36 hombres y 5 mujeres) y el grupo COVID incluyó a sus iguales del curso 2020/21 (48 hombres y 7 mujeres). La intervención fue teórica y práctica con una duración de 19.5 horas a lo largo de tres meses. La misma difirió entre grupos en lo referente a las restricciones introducidas en las sesiones como consecuencia de las normativas legales a causa de la COVID-19. El grupo COVID mostró un mayor nivel cognitivo que el grupo pre-COVID y sus reflexiones tuvieron un significado más práctico. Además, no percibieron ningún efecto negativo a causa de las restricciones con motivo de la pandemia. En conclusión, el TGfU puede emplearse para la enseñanza de contenidos sociomotrices en la educación superior, siempre que se integren en las reglas de las tareas las restricciones actuales a consecuencia de la COVID-19