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Analysing declarative and procedural knowledge in sport makes it possible to evaluate the students’ acquisitions in the learning process. This study aimed to compare the acquisition of declarative and procedural knowledge after the implementation of several intervention programmes in school basketball, according to the methodology and prior experience of the students. A total of 55 students from the sixth year of primary education took part in the study, distributed into three groups. Each group participated in a different intervention programme: tactical games approach (TGA), direct instruction (DI) or service teacher’s basketball unit (STBU). The level of knowledge was measured using the Test of Declarative and Procedural Knowledge in Basketball (TDPKB). A descriptive analysis was performed to determine the participants’ characteristics. A factorial ANOVA was subsequently applied in two phases (pre-test and post-test) for independent samples to compare the level of knowledge among the different groups, and a t-test for related samples was performed to compare the pre–post knowledge level within each group. Then, a factorial ANOVA and a test of repeated measures were carried out to determine the effect of the methodology and experience on the students’ knowledge. The results indicate that the TGA, DI and STBU intervention programmes induced improvements in the levels of declarative and procedural knowledge in all the groups, with the students who participated in the TGA programme achieving higher levels of declarative knowledge. Finally, the effect of the absence of practical experience was identified as a determining factor for improvement. The students who had not previously practised basketball achieved higher levels of knowledge with the TGA intervention programme.
María Gamero; Juan García-Ceberino; Sergio Ibáñez; Sebastián Feu. Analysis of Declarative and Procedural Knowledge According to Teaching Method and Experience in School Basketball. Sustainability 2021, 13, 6012 .
AMA StyleMaría Gamero, Juan García-Ceberino, Sergio Ibáñez, Sebastián Feu. Analysis of Declarative and Procedural Knowledge According to Teaching Method and Experience in School Basketball. Sustainability. 2021; 13 (11):6012.
Chicago/Turabian StyleMaría Gamero; Juan García-Ceberino; Sergio Ibáñez; Sebastián Feu. 2021. "Analysis of Declarative and Procedural Knowledge According to Teaching Method and Experience in School Basketball." Sustainability 13, no. 11: 6012.
Research on Sports Pedagogy necessitates studying the knowledge possessed by pre-service teachers (PSTs) and its application in the planning of sports in school. The main objectives of this study were to consider if PSTs really apply their beliefs when planning their didactic units, and to analyse time management and its influence on external load in invasion sports. Eighteen PSTs were interviewed and 899 learning tasks were coded using the Integral Analysis System of Training Tasks. Three groups of pedagogical variables (type of task, game phase and game situation), organisational variables related to time and the external load were analysed. A descriptive analysis was made of the contents of the interviews, on the use of the pedagogical variables and on those used in the learning tasks. Application exercises were set by 50.70% of the tasks and 44.30% were without opposition. This did not coincide with teachers’ beliefs, as they did not show a clear choice of ideal type of task and indicated that individual game situations with opposition were preferable. A descriptive analysis was also made of the organisational variables according to the planned sport. Inferential analysis using the Kruskal-Wallis H test and pairwise multiple comparisons showed differences in the motor commitment and external load of the task*time depending on the type of invasion sport (p < 0.05). Time management conditioned the motor commitment and task load.
Juan García-Ceberino; Sebastián Feu; María Gamero; Sergio Ibáñez. Pedagogical Variables and Motor Commitment in the Planning of Invasion Sports in Primary Education. Sustainability 2021, 13, 4529 .
AMA StyleJuan García-Ceberino, Sebastián Feu, María Gamero, Sergio Ibáñez. Pedagogical Variables and Motor Commitment in the Planning of Invasion Sports in Primary Education. Sustainability. 2021; 13 (8):4529.
Chicago/Turabian StyleJuan García-Ceberino; Sebastián Feu; María Gamero; Sergio Ibáñez. 2021. "Pedagogical Variables and Motor Commitment in the Planning of Invasion Sports in Primary Education." Sustainability 13, no. 8: 4529.
Football performance requires beginning learners to develop both technical skills and tactical awareness. The aim of this study was to examine and contrast the differences in the learning of football across two different teaching methodologies. A total of 35 students, distributed in two class-groups at the fifth-grade level of primary education participated in the study. Each class group participated in just one of the intervention programs (tactical program, n = 17; technical program, n = 18). The Instrument for the Measurement of Learning and Performance in Football was used to evaluate each student’s actions and in relation to specific performance indicators. For each one of the play actions analyzed, the Performance Index of Decision-Making, the Performance Index of Technical Execution, and the Performance Index of Final Results were calculated and these scores were summed to generate the Total Performance Index. The differences in technical and tactical learning between the class-groups were calculated using the Total Performance Index. For this assessment, various statistical tests were used: the Mann–Whitney’s U and the Wilcoxon’s T (for the non-parametric variables) and the T-test for Independent Samples, as well as the T-test for Related Samples (for the parametric variables). Likewise, a 2 × 2 ANOVA was conducted to determine whether the students’ previous experience had an effect on the level of learning. The results indicated improvements with both intervention programs; however, the tactical program provided a higher level of learning than the technical program between the assessment tests. The experience of the students had an effect on the play actions of dribbling the ball and in marking the player without the ball. Physical education teachers are recommended to implement comprehensive methods for technical and tactical football teaching at school.
Juan M. García-Ceberino; María G. Gamero; Sebastián Feu; Sergio J. Ibáñez. Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context. Sustainability 2020, 12, 6554 .
AMA StyleJuan M. García-Ceberino, María G. Gamero, Sebastián Feu, Sergio J. Ibáñez. Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context. Sustainability. 2020; 12 (16):6554.
Chicago/Turabian StyleJuan M. García-Ceberino; María G. Gamero; Sebastián Feu; Sergio J. Ibáñez. 2020. "Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context." Sustainability 12, no. 16: 6554.
The study of declarative and procedural knowledge makes it possible to ascertain what cognitive processes are like during motor learning. This study aimed to compare, according to the methodology, gender and experience (football practise), and the levels of declarative and procedural knowledge after the implementation of two intervention programmes on school football including one based on the tactics learning and the other on the technique learning. A total of 41 students in the 5th year of primary education from a state school from Spain, distributed in two class groups, participated in the study. Each class group participated in a different intervention programme. The sample of subjects was equal (tactical programme (n = 20) and technical programme (n = 21)). A panel of 13 experts validated both programmes. Levels of knowledge were measured using the Tactical Knowledge Assessment test in football. A descriptive analysis was performed to characterise the sample. Moreover, a t-test for independent samples, a t-test for related samples, and a 2 × 2 ANOVA (analysis of variance) were performed to compare the levels of knowledge between the pre-test and the post-test, according to the methodology, gender, and experience of the students. Results indicate that both intervention programmes induced higher levels of declarative and procedural knowledge in the post-test. Similarly, there were no significant differences with regard to the applied methodology. This fact is due to the heterogeneous character of the class groups with gender and experience showing effects on the levels of knowledge. The boys possessed greater experience and a higher level of knowledge compared to the girls.
Juan M. García-Ceberino; María G. Gamero; Sebastián Feu; Sergio J. Ibáñez. Experience as a Determinant of Declarative and Procedural Knowledge in School Football. International Journal of Environmental Research and Public Health 2020, 17, 1063 .
AMA StyleJuan M. García-Ceberino, María G. Gamero, Sebastián Feu, Sergio J. Ibáñez. Experience as a Determinant of Declarative and Procedural Knowledge in School Football. International Journal of Environmental Research and Public Health. 2020; 17 (3):1063.
Chicago/Turabian StyleJuan M. García-Ceberino; María G. Gamero; Sebastián Feu; Sergio J. Ibáñez. 2020. "Experience as a Determinant of Declarative and Procedural Knowledge in School Football." International Journal of Environmental Research and Public Health 17, no. 3: 1063.