Tactical Games Model as curriculum approach at elementary school: Effects on in-game volleyball technical improvements
Keywords:
Physical education, TSAP, Sex differences, Motor Competence, Longitudinal dataAbstract
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.
Downloads
References
Allender, S., Cowburn, G., & Foster, C. (2006). Understanding participation in sport and physical activity among children and adults: a review of qualitative studies. Health education research, 21(6), 826-835. https://doi.org/10.1093/her/cyl063
Araújo, R., Mesquita, I., Hastie, P., & C. Pereira. (2016). Students' game performance improvements during a hybrid sport education-step-game-approach volleyball unit. European Physical Education Review, 22(2), 185-200. https://doi.org/10.1177/1356336X15597927
Arias-Estero, J., and F. Castejón. (2014). Using instruments for tactical assessment in physical education and extra-curricular sports. European Physical Education Review, 20(4), 525-535. https://doi.org/10.1177/1356336X14539214
Cohen, J. 2013. Statistical power analysis for the behavioral sciences. Academic press. https://doi.org/10.4324/9780203771587
Cumming, G. (2014). The new statistics: Why and how. Psychological science, 25(1), 7-29. https://doi.org/10.1177/0956797613504966
D'Elia, F. (2020) Teachers' perspectives about contents and learning aim of physical education in Italian primary school, Journal of Human Sport and Exercise, 15 (Proc2), S279-S288. https://doi.org/10.14198/jhse.2020.15.Proc2.19
D'Elia, F. (2019) The core curriculum of university training to teach physical education in Italy, Journal of Physical Education and Sport, 19, 1755-1758.
Dyson, B., Griffin, L.L., and P. Hastie. (2004). Sport education, tactical games, and cooperative learning: Theoretical and pedagogical considerations. Quest, 56(2), 226-240. https://doi.org/10.1080/00336297.2004.10491823
Greco, G., Messina, G., Angiulli, A., Patti, A., Iovane, A., Fischetti, F. (2019) A preliminary comparative study on the effects of pilates training on physical fitness of young female volleyball players, Acta Medica Mediterranea, 35 (2), pp. 783-789.
Grehaigne, J. F., Godbout, P., and Bouthier, D. (1997). Performance assessment in team sports. Journal of teaching in Physical Education, 16(4), 500-516. https://doi.org/10.1123/jtpe.16.4.500
Gutierrez, D., & L. M. Garcia-Lopez. (2012). Gender differences in game behaviour in invasion games. Physical Education & Sport Pedagogy, 17(3), 289-301. https://doi.org/10.1080/17408989.2012.690379
Harvey, S., and K. Jarrett. (2014). A review of the game-centered approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, 19(3), 278-300. https://doi.org/10.1080/17408989.2012.754005
Haga, M., Tortella, P., Asonitou, K., Charitou, S., Koutsouki, D., Fumagalli, G., & Sigmundsson, H. (2018). Cross-cultural aspects: Exploring motor competence among 7-to 8-year-old children from Greece, Italy, and Norway. Sage open, 8(2), 2158244018768381. https://doi.org/10.1177/2158244018768381
Mesquita, I., Graça, A., Gomes, A. R., and C. Cruz. (2005). Examining the impact of a step game approach to teaching volleyball on student tactical decision making and skill execution during game play. Journal of Human Movement Studies, 48, 469-492.
Metzler, M. W. (2005). Instructional models for physical education (2nd ed.). Tempe, AZ: Holcomb Hathaway.
Mitchell, S. A., Oslin, J. L., and L. L. Griffin. (2013). Teaching sport concepts and skills: A tactical games approach for ages 7 to 18. Champaign, IL: Human Kinetics.
Notarnicola, A., Fischetti, F., Gallone, D., Moretti, L., Pignataro, P., Tafuri, S., Moretti, B. (2012) Overload and neovascularization of shoulder tendons in volleyball players, BMC Research Notes, 5(1), 397-405. https://doi.org/10.1186/1756-0500-5-397
Rovegno, I., M. Nevett, and M. Babiarz. (2001). Learning and teaching invasion-game tactics in 4th grade: Introduction and theoretical perspective. Journal of Teaching in Physical Education, 20, 341-51. https://doi.org/10.1123/jtpe.20.4.341
Siedentop, D., and D. Tannehill. (2000). Developing Teaching Skills in Physical Education (4th ed.). New York, NY: McGraw-Hill.
Sgro, F., Quinto, A., Pignato, S., & Lipoma, M. (2016). Comparison of product and process oriented model accuracy for assessing countermovement vertical jump motor proficiency in pre-adolescents. Journal of Physical Education and Sport, 16(3), 921.
Sgrò, F., Quinto, A., Messana, L., Pignato, S., & Lipoma, M. (2017). Assessment of gross motor developmental level in Italian primary school children. Journal of Physical Education and Sport, 17(3), 1954-1959.
Sgrò, F., Pignato, S., & Lipoma, M. (2018). Assessing the impact of gender and sport practice on students' performance required in team games. Journal of Physical Education and Sport, 18, 497-502.
Sgro, F., Quinto, A., Platania, F., & Lipoma, M. (2019). Assessing the impact of a physical education project based on games approach on the actual motor competence of primary school children. Journal of Physical Education and Sport, 19, 781-786.
Schembri, R., Quinto, A., Aiello, F., Pignato, S., & Sgrò, F. (2019). The relationship between the practice of physical activity and sport and the level of motor competence in primary school children. Journal of Physical Education and Sport, 19, 1994-1998.
Sgrò, F., Barca, M., Schembri, R., & Lipoma, M. (2020). Assessing the effect of different teaching strategies on students' affective learning outcomes during volleyball lessons. Journal of Physical Education and Sport, 20, 2136-2142.
Tortella, P., Haga, M., Ingebrigtsen, J. E., Sigmundsson, H., & Fumagalli, G. F. (2019). Comparing free play and partly structured play in 4-5-years-old children in an outdoor playground. Frontiers in public health, 7, 197. https://doi.org/10.3389/fpubh.2019.00197
Van Acker, R., Carreiro da Costa, F., De Bourdeaudhuij, I., Cardon, G., and L. Haerens. (2010). Sex equity and physical activity levels in coeducational physical education: exploring the potential of modified game forms. Physical Education and Sport Pedagogy, 15(2), 159-173. https://doi.org/10.1080/17408980902877609
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Journal of Human Sport and Exercise
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each author warrants that his or her submission to the Work is original and that he or she has full power to enter into this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall be submitted for publication elsewhere while under consideration by JHSE. Each author also accepts that the JHSE will not be held legally responsible for any claims of compensation.
Authors wishing to include figures or text passages that have already been published elsewhere are required to obtain permission from the copyright holder(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Please include at the end of the acknowledgements a declaration that the experiments comply with the current laws of the country in which they were performed. The editors reserve the right to reject manuscripts that do not comply with the abovementioned requirements. The author(s) will be held responsible for false statements or failure to fulfill the above-mentioned requirements.
This title is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0).
You are free to share, copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Transfer of Copyright
In consideration of JHSE’s publication of the Work, the authors hereby transfer, assign, and otherwise convey all copyright ownership worldwide, in all languages, and in all forms of media now or hereafter known, including electronic media such as CD-ROM, Internet, and Intranet, to JHSE. If JHSE should decide for any reason not to publish an author’s submission to the Work, JHSE shall give prompt notice of its decision to the corresponding author, this agreement shall terminate, and neither the author nor JHSE shall be under any further liability or obligation.
Each author certifies that he or she has no commercial associations (e.g., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article, except as disclosed on a separate attachment. All funding sources supporting the Work and all institutional or corporate affiliations of the authors are acknowledged in a footnote in the Work.
Each author certifies that his or her institution has approved the protocol for any investigation involving humans or animals and that all experimentation was conducted in conformity with ethical and humane principles of research.
Competing Interests
Biomedical journals typically require authors and reviewers to declare if they have any competing interests with regard to their research.
JHSE require authors to agree to Copyright Notice as part of the submission process.
