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2014 | 42 | 1 | 223-234
Tytuł artykułu

Assessment of Secondary School Students’ Game Performance Related to Tactical Contexts

Treść / Zawartość
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
Certain limitations remain unaddressed when utilizing the Teaching Games for Understanding approach, suggesting the need for more research on authentic assessment of skill development and tactical awareness in order to guide the design of developmentally appropriate curriculum materials. This study investigated physical education students’ (n=19; age: 13.71 ± 0.4) game performance during an invasion game, specifically the relationship between their skill execution and decision-making ability. The purpose of the study was twofold: (a) to devise and implement a ‘game context’ approach to assess the game performance components and in doing so, (b) to provide information that could be used to design suitable learning progressions within tactical teaching approaches. Students’ game performance was videotaped, and measures of skill execution and decision-making were developed from observational analyses. Decision-making was measured at two levels: a) decision making restricted to the selection of technical-tactical skills (i.e., passing, moving with the ball, getting free, marking, tackling, double teaming and interception; and b) decisionmaking in the adaptation to the tactical contexts of the game. Participants played a 5 vs. 5 modified eight-minute team handball game. Participants scored significantly higher in penetrating-the-defense context adaptation than in keepingthe- ball context adaptation. Participants showed a higher efficiency in decision-making than in execution in most of the technical-tactical skills; including on-the-ball over off-the-ball decision-making, and in attack compared to defensive execution. The findings also revealed significant relationships between decision-making and skill execution in shooting, tackling and passing
Wydawca

Rocznik
Tom
42
Numer
1
Strony
223-234
Opis fizyczny
Daty
wydano
2014-10-01
online
2014-10-10
Twórcy
  • Kent State University, United States (OH).
  • Faculty of Education, University of Castilla-La Mancha, Spain
  • Faculty of Education, University of Castilla-La Mancha, Spain
Bibliografia
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Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.-psjd-doi-10_2478_hukin-2014-0076
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