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Alexander Gil-Arias
Centre for Sport Studies, Rey Juan Carlos University, Fuenlabrada, 28943 Madrid, Spain

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Journal article
Published: 19 May 2021 in International Journal of Environmental Research and Public Health
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The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

ACS Style

Vicente Gaspar; Alexander Gil-Arias; Fernando Del Villar; Alba Práxedes; Alberto Moreno. How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context. International Journal of Environmental Research and Public Health 2021, 18, 5407 .

AMA Style

Vicente Gaspar, Alexander Gil-Arias, Fernando Del Villar, Alba Práxedes, Alberto Moreno. How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context. International Journal of Environmental Research and Public Health. 2021; 18 (10):5407.

Chicago/Turabian Style

Vicente Gaspar; Alexander Gil-Arias; Fernando Del Villar; Alba Práxedes; Alberto Moreno. 2021. "How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context." International Journal of Environmental Research and Public Health 18, no. 10: 5407.

Journal article
Published: 26 December 2020 in International Journal of Environmental Research and Public Health
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Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students’ motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students (Mage = 15.50, SDage = 0.57) who were taught through a hybrid TGfU/SE unit. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed by using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students’ motivational responses. After the hybrid TGfU/SE unit, both quantitative and qualitative findings showed improvements in students’ perceptions of need-support from the physical education (PE) teacher, basic psychological needs satisfaction, novelty, and variety satisfaction, as well as intrinsic motivation compared to baseline values. Although the hybrid TGfU/SE unit was effective in both genders, a large effect size was found for girls. Despite the existence of social and cultural stereotypes in team sports such as volleyball in favor of boys, results highlight the importance of developing hybrid TGfU/SE units to improve students’ motivational outcomes, especially in girls.

ACS Style

Alexander Gil-Arias; Sergio Diloy-Peña; Javier Sevil-Serrano; Luis García-González; Ángel Abós. A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach. International Journal of Environmental Research and Public Health 2020, 18, 110 .

AMA Style

Alexander Gil-Arias, Sergio Diloy-Peña, Javier Sevil-Serrano, Luis García-González, Ángel Abós. A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach. International Journal of Environmental Research and Public Health. 2020; 18 (1):110.

Chicago/Turabian Style

Alexander Gil-Arias; Sergio Diloy-Peña; Javier Sevil-Serrano; Luis García-González; Ángel Abós. 2020. "A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach." International Journal of Environmental Research and Public Health 18, no. 1: 110.

Research article
Published: 04 September 2020 in European Physical Education Review
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As an alternative to the direct instructional model, Metzler proposed a range of pedagogical models that include second generation models such as teaching games for understanding (TGfU) and sport education (SE). These pedagogical models have key design features that can promote high levels of autonomous motivation for both boys and girls. Consequently, the purpose of this study was to investigate the motivational outcomes of elementary boys and girls as they participated in an invasion game unit through two pedagogical models: a hybrid TGfU/SE unit or a direct instruction unit. Participants were 292 elementary school students (mean age = 10.41, standard deviation age = 0.49), who were taught through a hybrid TGfU/SE unit or a more traditional teacher-centred format within a pre-intervention/post-intervention quasi-experimental design. The hybrid unit was designed according to the characteristics of SE, while learning tasks were designed to integrate the pedagogical principles of TGfU. A 2 (pedagogical model) × 2 (test-time) × 2 (gender) multivariate analysis of variance was performed to detect between-groups and within-group differences. Significant differences in student motivation were observed for both boys and girls who participated in the hybrid TGfU/SE unit in both analyses across all motivational outcomes. Despite the existence of social stereotypes in terms of physical activity, teachers’ use of hybrid TGfU/SE units promotes an autonomy-supportive, inclusive, and equitable learning environment where all students, regardless of their gender and/or content focus of the unit and have opportunities to increase their engagement, enjoyment, and social interactions within physical education lessons.

ACS Style

Alexander Gil-Arias; Stephen Harvey; Francisco García-Herreros; Sixto González-Víllora; Alba Práxedes; Alberto Moreno. Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education. European Physical Education Review 2020, 27, 366 -383.

AMA Style

Alexander Gil-Arias, Stephen Harvey, Francisco García-Herreros, Sixto González-Víllora, Alba Práxedes, Alberto Moreno. Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education. European Physical Education Review. 2020; 27 (2):366-383.

Chicago/Turabian Style

Alexander Gil-Arias; Stephen Harvey; Francisco García-Herreros; Sixto González-Víllora; Alba Práxedes; Alberto Moreno. 2020. "Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education." European Physical Education Review 27, no. 2: 366-383.

Original research article
Published: 31 July 2020 in Frontiers in Psychology
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The analysis of disciplined behaviors and academic performance in a school context has become one of the main concerns within the educational community. Physical Education is highlighted as a key subject to analyze students’ behavior. Researchers and Physical Education teachers are interested on the motivational processes that predict positive student outcomes in order to support them. Thus, the main purpose was to determine a predictive model of disciplined behaviors and academic performance in Physical Education students. The Achievement Goal Theory and Self-Determination Theory acted as the theoretical framework. A total of 919 Spanish secondary school students participated in the study. The studied variables were task-oriented motivational climate, basic psychological needs, autonomous motivation, disciplined behavior, and academic performance. Data collection included Spanish validated questionnaires. The Mplus statistical program was used to perform a structural equation model of prediction. It included antecedents (task-oriented climate), motivational processes (basic psychological needs and autonomous motivation), and consequences (disciplined behavior, Physical Education and overall students’ performance). The results revealed that positive outcomes (discipline and academic performance in Physical Education) were positively predicted by autonomous motivation; autonomous motivation was positively predicted by basic psychological needs and these, in addition, by the task-oriented climate. The results highlighted the importance of the task-oriented motivational climate and the mediating role of the basic psychological needs and autonomous motivation in order to generate these positive student outcomes in Physical Education. This study could be a useful resource for teachers, since it offers the motivational variables that lead students to achieve disciplined behaviors and academic performance in Physical Education. Intervention programs based on the results of the present study could be applied in Physical Education classes in order to obtain better behavioral as well as cognitive positive student outcomes.

ACS Style

Fernando Claver; Luis Manuel Martínez-Aranda; Manuel Conejero; Alexander Gil-Arias. Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories. Frontiers in Psychology 2020, 11, 1808 .

AMA Style

Fernando Claver, Luis Manuel Martínez-Aranda, Manuel Conejero, Alexander Gil-Arias. Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories. Frontiers in Psychology. 2020; 11 ():1808.

Chicago/Turabian Style

Fernando Claver; Luis Manuel Martínez-Aranda; Manuel Conejero; Alexander Gil-Arias. 2020. "Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories." Frontiers in Psychology 11, no. : 1808.

Journal article
Published: 31 July 2020 in Sustainability
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Grounded in Self-Determination Theory (SDT), this study aims to examine whether the effects of a hybrid Sport Education (SE)/Teaching Games for Understanding (TGfU) a volleyball teaching unit were equally effective on a set of SDT-related variables according to students’ initial motivations. A pre-experimental pre-/post-test design without a control group was conducted in a volleyball teaching unit in Physical Education. A final sample of 49 students (M = 15.50, SD = 0.57), in their fourth year of secondary education, participated in a hybrid SE/TGfU volleyball teaching unit composed of 10 lessons. The structure of this unit was designed according to the characteristics of an SE model, while learning tasks were designed using the TGfU model. Different validated questionnaires on basic psychological need (BPN) support and satisfaction, novelty and variety satisfaction, motivation, and intention to be physically active were completed by students. Three different profiles with different Relative Autonomy Index (RAI) levels (i.e., “high”, “moderate”, and “low”) were identified through cluster analysis before starting the intervention. Although the SE/TGfU of a volleyball teaching unit were effective in improving SDT-related variables in the three profiles identified, a large effect size was observed in profiles with a “moderate” or “low” RAI. The hybridization of these two pedagogical models could be a tool for improving motivational outcomes in students who are less motivated in Physical Education lessons.

ACS Style

Luis García-González; Ángel Abós; Sergio Diloy-Peña; Alexander Gil-Arias; Javier Sevil-Serrano. Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables. Sustainability 2020, 12, 6170 .

AMA Style

Luis García-González, Ángel Abós, Sergio Diloy-Peña, Alexander Gil-Arias, Javier Sevil-Serrano. Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables. Sustainability. 2020; 12 (15):6170.

Chicago/Turabian Style

Luis García-González; Ángel Abós; Sergio Diloy-Peña; Alexander Gil-Arias; Javier Sevil-Serrano. 2020. "Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables." Sustainability 12, no. 15: 6170.

Journal article
Published: 13 August 2019 in PeerJ
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Background This study has analyzed the impact of applying a decision training program, in which video-feedback and questioning were used, on the development of decision-making, skill execution and procedural knowledge in basketball players. Methods Participants were eleven male players aged between 12 and 13 years old (Mage = 12.75, SDage = .65), who were assigned to an experimental or control group within a pre-test/intervention test/retention test quasi-experimental design. The decision training program was applied over 11 weeks. Throughout this intervention, players had to analyze the causes and reasons for the decision made, using video feedback and questioning to this end. Decision-making and skill execution variables were analyzed using the French & Thomas (1987) observation instrument, while a validated questionnaire was used to assess procedural knowledge in basketball. Results The results reported that sport expertise improved in players from the experimental group, who had significantly higher intervention test scores for successful decisions and skill executions when compared to players in the control group. In the intra-group analysis, the experimental group significantly improved in the intervention test compared to the pre-test, in terms of some of the variables of decision-making, skill execution and procedural knowledge. Discussion These results reinforce the idea of including cognitive tools in training, such as video-feedback and questioning, to improve sport expertise in players’ formative stages, and presumably to improve their performance whilst maintaining decision training throughout time.

ACS Style

Alexander Gil-Arias; Luis Garcia-Gonzalez; Fernando Del Villar Alvarez; Damián Iglesias Gallego. Developing sport expertise in youth sport: a decision training program in basketball. PeerJ 2019, 7, e7392 .

AMA Style

Alexander Gil-Arias, Luis Garcia-Gonzalez, Fernando Del Villar Alvarez, Damián Iglesias Gallego. Developing sport expertise in youth sport: a decision training program in basketball. PeerJ. 2019; 7 ():e7392.

Chicago/Turabian Style

Alexander Gil-Arias; Luis Garcia-Gonzalez; Fernando Del Villar Alvarez; Damián Iglesias Gallego. 2019. "Developing sport expertise in youth sport: a decision training program in basketball." PeerJ 7, no. : e7392.

Research article
Published: 06 December 2018 in European Physical Education Review
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The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

ACS Style

Alexander Gil-Arias; Fernando Claver; Alba Práxedes; Fernando Del Villar; Stephen Harvey. Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit. European Physical Education Review 2018, 26, 36 -53.

AMA Style

Alexander Gil-Arias, Fernando Claver, Alba Práxedes, Fernando Del Villar, Stephen Harvey. Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit. European Physical Education Review. 2018; 26 (1):36-53.

Chicago/Turabian Style

Alexander Gil-Arias; Fernando Claver; Alba Práxedes; Fernando Del Villar; Stephen Harvey. 2018. "Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit." European Physical Education Review 26, no. 1: 36-53.

Journal article
Published: 01 November 2017 in Cultura, Ciencia y Deporte
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El objetivo de la investigación fue conocer los modelos de juego empleados por diferentes equipos de voleibol de etapas de formación. La muestra estuvo compuesta por 66 equipos participantes en el Campeonato de España de Selecciones Autonómicas infantil (13-14 años) y cadete (15-16 años) y por 21 equipos participantes en el Campeonato de España Juvenil Masculino (17-19 años). Las variables fueron: sistema de ataque, sistema de recepción, incorporación del líbero y sistema de defensa. Los resultados mostraron que los sistemas más empleados en etapas de formación fueron: sistema de ataque 5-1; sistema de recepción de cuatro jugadores en semicírculo, en categoría infantil y de tres jugadores en V, en categoría cadete y juvenil; incorporación del líbero, excepto en categoría infantil en ambos géneros; en defensa, la posición inicial habitual fue 3-2-1 y las posiciones finales más habituales por los laterales fueron 2-0-4, en el género masculino, y 2-1-3, en el género femenino. Además de ello, se obtuvo una asociación muy leve entre el género y las posiciones finales de defensa por los laterales en categoría infantil y cadete. Finalmente, por la zona central de la red las posiciones más comunes fueron 1-2-3, en categoría infantil y cadete, y 2-1-3 en categoría juvenil. Estos resultados pueden ser considerados por los entrenadores de equipos de etapas de formación para la elección o análisis de modelos de juego en voleibol. Palabras clave: patrón de juego, deporte, género.

ACS Style

Jara González-Silva; Carmen Fernández Echeverría; Fernando Claver; Alexander Gil-Arias; M. Perla Moreno. Study of the models of game in volleyball of formative stages. Cultura, Ciencia y Deporte 2017, 12, 211 -220.

AMA Style

Jara González-Silva, Carmen Fernández Echeverría, Fernando Claver, Alexander Gil-Arias, M. Perla Moreno. Study of the models of game in volleyball of formative stages. Cultura, Ciencia y Deporte. 2017; 12 (36):211-220.

Chicago/Turabian Style

Jara González-Silva; Carmen Fernández Echeverría; Fernando Claver; Alexander Gil-Arias; M. Perla Moreno. 2017. "Study of the models of game in volleyball of formative stages." Cultura, Ciencia y Deporte 12, no. 36: 211-220.

Research article
Published: 28 June 2017 in PLoS ONE
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The Teaching Games for Understanding (TGfU) and Sport Education (SE) pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher’s utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students’ perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active). A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of the sport to practice, and therefore greater enjoyment and to be physically active.

ACS Style

Alexander Gil-Arias; Stephen Harvey; Adrián Cárceles; Alba Práxedes; Fernando Del Villar. Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PLoS ONE 2017, 12, e0179876 .

AMA Style

Alexander Gil-Arias, Stephen Harvey, Adrián Cárceles, Alba Práxedes, Fernando Del Villar. Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PLoS ONE. 2017; 12 (6):e0179876.

Chicago/Turabian Style

Alexander Gil-Arias; Stephen Harvey; Adrián Cárceles; Alba Práxedes; Fernando Del Villar. 2017. "Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education." PLoS ONE 12, no. 6: e0179876.

Journal article
Published: 20 September 2016 in The Spanish Journal of Psychology
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The objective of this study was to apply a decision training programme, based on the use of video-feedback and questioning, in real game time, in order to improve decision-making in volleyball attack actions. A three-phase quasi-experimental design was implemented: Phase A (pre-test), Phase B (Intervention) and Phase C (Retention). The sample was made up of 8 female Under-16 volleyball players, who were divided into two groups: experimental group (n = 4) and control group (n = 4). The independent variable was the decision training program, which was applied for 11 weeks in a training context, more specifically in a 6x6 game situation. The player had to analyze the reasons and causes of the decision taken. The dependent variable was decision-making, which was assessed based on systematic observation, using the “Game Performance Assessment Instrument” (GPAI) (Oslin, Mitchell, & Griffin, 1998). Results showed that, after applying the decision training program, the experimental group showed a significantly higher average percentage of successful decisions than the control group F(1, 6) = 11.26; p = .015; η2 p = .652; 95% CI [056, 360]. These results highlight the need to complement the training process with cognitive tools such as video-feedback and questioning in order to improve athletes’ decision-making.

ACS Style

Alexander Gil-Arias; M. Perla Moreno; Alex García-Mas; Alberto Moreno; Luis García González; Fernando Del Villar. Reasoning and Action: Implementation of a Decision-Making Program in Sport. The Spanish Journal of Psychology 2016, 19, 1 .

AMA Style

Alexander Gil-Arias, M. Perla Moreno, Alex García-Mas, Alberto Moreno, Luis García González, Fernando Del Villar. Reasoning and Action: Implementation of a Decision-Making Program in Sport. The Spanish Journal of Psychology. 2016; 19 ():1.

Chicago/Turabian Style

Alexander Gil-Arias; M. Perla Moreno; Alex García-Mas; Alberto Moreno; Luis García González; Fernando Del Villar. 2016. "Reasoning and Action: Implementation of a Decision-Making Program in Sport." The Spanish Journal of Psychology 19, no. : 1.

Research article
Published: 13 April 2016 in International Journal of Sports Science & Coaching
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The aim of the study was to compare the procedural knowledge of expert and novice volleyball players, considering that the expert cognitive profile can be used as a reference in the tactical training process of players. The participants in this study included 8 experts and 11 novices. McPherson and Thomas’ verbal protocol instrument was used to access the players’ tactical knowledge. The results showed significant differences, with higher mean values in experts, in the condition and regulatory concepts, and in the hierarchies of goals related to themselves and opponents. Coaches must pay attention on increasing the amount of elements to analyse related to the environment, in order to improve players’ tactical training process in the service action. Athletes need to be taught on prioritize the most relevant elements of the environment. When training the serve, the areas of responsibility, strengths and weaknesses of each receiver must be assessed, as well as the influence of the serve on the construction of the opponent’s attack.

ACS Style

M Perla Moreno Arroyo; Alberto Moreno Domínguez; Alexander Gil Arias; Luis García-González; Fernando Del Villar Álvarez. Influence of experience in procedural knowledge in volleyball: Applications for training. International Journal of Sports Science & Coaching 2016, 11, 191 -199.

AMA Style

M Perla Moreno Arroyo, Alberto Moreno Domínguez, Alexander Gil Arias, Luis García-González, Fernando Del Villar Álvarez. Influence of experience in procedural knowledge in volleyball: Applications for training. International Journal of Sports Science & Coaching. 2016; 11 (2):191-199.

Chicago/Turabian Style

M Perla Moreno Arroyo; Alberto Moreno Domínguez; Alexander Gil Arias; Luis García-González; Fernando Del Villar Álvarez. 2016. "Influence of experience in procedural knowledge in volleyball: Applications for training." International Journal of Sports Science & Coaching 11, no. 2: 191-199.

Journal article
Published: 01 January 2016 in Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte
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Resumen El objetivo fue analizar los cambios que ha experimentado el saque desde el Campeonato de España cadete masculino de 2005 al de 2010. Mediante la observación sistemática se analizaron 1594 acciones, en las cuales se midieron las siguientes variables: zona de origen, eficacia, tipo de saque, zona de recepción, función del receptor, dirección y temporalidad. Los resultados reflejaron que en los últimos años, el saque realizado por jugadores de categoría de formación ha sufrido modificaciones relevantes, tales como, mejora de la eficacia, incremento del empleo del saque en salto, y realización del saque con un carácter más táctico. Pese a la mayor aproximación del saque a los perfiles existentes en alto nivel, se recomienda que el saque de voleibol en categorías de formación se entrene en función de las características y nivel de los jugadores, evitando el mimetismo de lo que acontece en alto nivel.PALABRAS CLAVES: saque, voleibol, etapas de formación. ABSTRACTThe aim of this research was to analyze the changes in the characteristics of the serve between the male Under-16 Spanish Championships that took place in 2005 and 2010. Through systematic observation 1594 actions were analyzed. The measured variables were: serve zone, effectiveness, serve type, reception zone, in-game role of the receptor, serve direction and timing. The results showed that in recent years, the serve performed by players at training stages has undergone significant changes, such as improved efficiency, increased use of jump serve, and execution of the serve with a more tactical role. Despite of the closest approach of the serve to the existing high level profiles, it is recommended to train the serve in volleyball training stages according to the characteristics and level of players, avoiding mimicry of what happens at a high level.KEY WORDS: serve, volleyball, formative stages.

ACS Style

A. Gil Arias; F. Claver Rabaz; Carmen Fernández Echeverría; A. Moreno Domínguez; M.P. Moreno Arroyo. Análisis comparativo del saque en voleibol entre los campeonatos de España 2005-2010 / Comparative Analysis of the Serve in Volleyball between the Spanish Championships 2005-2010. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte 2016, 63, 1 .

AMA Style

A. Gil Arias, F. Claver Rabaz, Carmen Fernández Echeverría, A. Moreno Domínguez, M.P. Moreno Arroyo. Análisis comparativo del saque en voleibol entre los campeonatos de España 2005-2010 / Comparative Analysis of the Serve in Volleyball between the Spanish Championships 2005-2010. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte. 2016; 63 (2016):1.

Chicago/Turabian Style

A. Gil Arias; F. Claver Rabaz; Carmen Fernández Echeverría; A. Moreno Domínguez; M.P. Moreno Arroyo. 2016. "Análisis comparativo del saque en voleibol entre los campeonatos de España 2005-2010 / Comparative Analysis of the Serve in Volleyball between the Spanish Championships 2005-2010." Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte 63, no. 2016: 1.

Research article
Published: 01 December 2015 in Perceptual and Motor Skills
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The objective of the study was to develop and apply a tactical-cognitive training program based on the use of video feedback and questioning in real game time, in order to improve tactical knowledge in volleyball. A two-group quasi-experimental design was used with a sample of eight female players ( M = 14.8yr., SD = 0.7), who were divided into an Experimental group ( n = 4) and a Control group ( n = 4). The independent variable was the tactical-cognitive training program, which was applied for 11 wk. in a 6 × 6 game situation training context. The dependent variable was tactical knowledge, which was measured by problem representation and strategy planning with a verbal protocol. The results showed that after applying the intervention program the players in the Experimental group showed more complex, sophisticated, and structured tactical knowledge, compared with the players from the Control group. These results suggest that complementing the training process with cognitive tools may enable athletes to increases their tactical behavior and presumably improve their performance.

ACS Style

Alexander Gil-Arias; Luis García González; Fernando Del Villar; Alberto Moreno; M. Perla Moreno. Effectiveness of Video Feedback and Interactive Questioning in Improving Tactical Knowledge in Volleyball. Perceptual and Motor Skills 2015, 121, 635 -653.

AMA Style

Alexander Gil-Arias, Luis García González, Fernando Del Villar, Alberto Moreno, M. Perla Moreno. Effectiveness of Video Feedback and Interactive Questioning in Improving Tactical Knowledge in Volleyball. Perceptual and Motor Skills. 2015; 121 (3):635-653.

Chicago/Turabian Style

Alexander Gil-Arias; Luis García González; Fernando Del Villar; Alberto Moreno; M. Perla Moreno. 2015. "Effectiveness of Video Feedback and Interactive Questioning in Improving Tactical Knowledge in Volleyball." Perceptual and Motor Skills 121, no. 3: 635-653.

Clinical trial
Published: 10 December 2013 in PLOS ONE
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The importance within sport expertise of cognitive factors has been emphasised in many research studies. Adaptations that take place in athletes’ long-term memories are going to condition their decision-making and performance, and training programmes must be developed that improve these adaptations. In our study, we provide a tactical-cognitive training programme based on video-feedback and questioning in order to improve tactical knowledge in tennis players and verify its effect when transferred to athletes’ decision-making. 11 intermediate tennis players participated in this study (12.9±0.7 years old), distributed into two groups (experimental, n = 5; control, n = 6). Tactical knowledge was measured by problem representation and strategy planning with a verbal protocol. Decision-making was measured by a systematic observation instrument. Results confirm the effectiveness of a combination of video-feedback and questioning on cognitive expertise, developing adaptations in long-term memory that produce an improvement in the quality of tactical knowledge (content, sophistication and structure). This, in turn, is transferred to the athletes’ decision-making capacity, leading to a higher percentage of successful decisions made during game play. Finally, we emphasise the need to develop effective programmes to develop cognitive expertise and improve athletes' performance, and include it in athletes’ formative stages.

ACS Style

Luis García-González; M. Perla Moreno; Alberto Moreno; Alexander Gil Arias; Fernando Del Villar. Effectiveness of a Video-Feedback and Questioning Programme to Develop Cognitive Expertise in Sport. PLOS ONE 2013, 8, e82270 .

AMA Style

Luis García-González, M. Perla Moreno, Alberto Moreno, Alexander Gil Arias, Fernando Del Villar. Effectiveness of a Video-Feedback and Questioning Programme to Develop Cognitive Expertise in Sport. PLOS ONE. 2013; 8 (12):e82270.

Chicago/Turabian Style

Luis García-González; M. Perla Moreno; Alberto Moreno; Alexander Gil Arias; Fernando Del Villar. 2013. "Effectiveness of a Video-Feedback and Questioning Programme to Develop Cognitive Expertise in Sport." PLOS ONE 8, no. 12: e82270.

Journal article
Published: 01 March 2013 in Journal of Strength and Conditioning Research
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The main goal of this research was to analyze the relationship between the amount of practice accumulated in training and the level of cognitive expertise achieved by volleyball players who are still in training. Another goal was to determine the number of training hours per week needed to improve knowledge significantly. The study's sample was composed of 520 volleyball players between the ages of 12 and 16 years. The independent variable was the amount of training, defined as the number of weekly hours that the volleyball player devoted to training. The dependent variable was cognitive expertise, measured by declarative knowledge and procedural knowledge. A univariate analysis of variance was done to examine the relationship between the number of weekly hours and the declarative and procedural knowledge reached by volleyball players in the athletic formation training stages. Statistical significance was set at p < 0.05. There were significant differences in knowledge according to the number of weekly training hours (p < 0.001). These results confirm that there is a relationship between the quantity of practice and the development of cognitive expertise. It is recommended that young players dedicate at least 4 hours weekly to training to achieve a significant improvement in cognitive expertise.

ACS Style

Alexander Gil; M. Perla Moreno; Alberto Moreno; Luís García-González; Fernando Claver; Fernando Del Villar. Analysis of the Relationship Between the Amount of Training and Cognitive Expertise. A Study of Young Volleyball Players. Journal of Strength and Conditioning Research 2013, 27, 698 -702.

AMA Style

Alexander Gil, M. Perla Moreno, Alberto Moreno, Luís García-González, Fernando Claver, Fernando Del Villar. Analysis of the Relationship Between the Amount of Training and Cognitive Expertise. A Study of Young Volleyball Players. Journal of Strength and Conditioning Research. 2013; 27 (3):698-702.

Chicago/Turabian Style

Alexander Gil; M. Perla Moreno; Alberto Moreno; Luís García-González; Fernando Claver; Fernando Del Villar. 2013. "Analysis of the Relationship Between the Amount of Training and Cognitive Expertise. A Study of Young Volleyball Players." Journal of Strength and Conditioning Research 27, no. 3: 698-702.

Journal article
Published: 01 January 2013 in Journal of Human Sport and Exercise
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In recent years, a number of quantitative methods have been identified and developed with the specific intent of assisting the objective analysis of athletic performance (Nelson & Groom, 2012). The main aim of this research was to clarify the importance of performance in game actions as determinant of match result in a sample of young volleyball male players. The study sample was composed of 74 male participants belonging to the Under-16 teams (M: 14.61; SD: .88) from the Extremadura Volleyball League in the 2010/2011 season. The studied variables were: performance in game actions (serve, defense, setting and spike) and match result (win/lost). FIVB Observational System (Coleman, 1975) has been the instrument for data recollection, it has been applied previously in numerous studies and is accepted as a valid tool for research community. The T-test for independent samples results showed statistically significant differences in performance of game actions: serve (F1,72= 3.86; p=.048; np2=.492), defense (F1,72=14.07; p<.001.; np2=.959), setting (F1,72=34.83; p<.001.; np2=1.00) and spike (F1,72=9.05 ; p=.004; np2=.84) between players from winner and loser teams. Our results coincide with previous studies that emphasize the importance of game actions in volleyball (Asterios et al., 2009). This analysis is important as it assists in the collection of performance information that can feedback athletes in an attempt to enhance their understanding and competitive performance (Maslovat & Franks, 2008) and also for talent identification and recruitment (Carling et al., 2005). Key words: PERFORMANCE, MATCH RESULT, VOLLEYBALL, FORMATIVE STAGES

ACS Style

Fernando Claver Rabaz; Ruth Jiménez Castuera; Alexander Gil Arias; Alberto Moreno Domínguez; M. Perla Moreno Arroyo. Relationship between performance in game actions and the match result. A study in volleyball training stages. Journal of Human Sport and Exercise 2013, 8, S651 -S659.

AMA Style

Fernando Claver Rabaz, Ruth Jiménez Castuera, Alexander Gil Arias, Alberto Moreno Domínguez, M. Perla Moreno Arroyo. Relationship between performance in game actions and the match result. A study in volleyball training stages. Journal of Human Sport and Exercise. 2013; 8 (Proc3):S651-S659.

Chicago/Turabian Style

Fernando Claver Rabaz; Ruth Jiménez Castuera; Alexander Gil Arias; Alberto Moreno Domínguez; M. Perla Moreno Arroyo. 2013. "Relationship between performance in game actions and the match result. A study in volleyball training stages." Journal of Human Sport and Exercise 8, no. Proc3: S651-S659.

Research article
Published: 01 October 2012 in Perceptual and Motor Skills
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The main objective of the research was to analyse the cognitive expertise of volleyball players, according to their level of practice and age, as well as to verify the existing difference in the knowledge of individuals of the same age but with different levels of practice. The study sample was comprised of 535 individuals ages 12 to 16 years. The independent variables were the level of practice, i.e., playing category in training and in competition (Under-14 and Under-16), and the age. The dependent variables were declarative knowledge and procedural knowledge. An analysis of variance was performed to examine the influence of the level of practice on the declarative knowledge and procedural knowledge of the volleyball players in training stages. There were significant differences both in declarative knowledge and in procedural knowledge according to level of practice. Significant differences were also observed between consecutive ages at different levels of practice. These results show that the level of practice in training and competition is a more relevant factor than the change of age in development of specific knowledge of the sport.

ACS Style

Alexander Gil; M. Perla Moreno; Luis García González; Alberto Moreno; Fernando Del Villar. Analysis of Declarative and Procedural Knowledge in Volleyball According to the Level of Practice and Players' Age. Perceptual and Motor Skills 2012, 115, 632 -44.

AMA Style

Alexander Gil, M. Perla Moreno, Luis García González, Alberto Moreno, Fernando Del Villar. Analysis of Declarative and Procedural Knowledge in Volleyball According to the Level of Practice and Players' Age. Perceptual and Motor Skills. 2012; 115 (2):632-44.

Chicago/Turabian Style

Alexander Gil; M. Perla Moreno; Luis García González; Alberto Moreno; Fernando Del Villar. 2012. "Analysis of Declarative and Procedural Knowledge in Volleyball According to the Level of Practice and Players' Age." Perceptual and Motor Skills 115, no. 2: 632-44.

Journal article
Published: 01 July 2011 in RICYDE. Revista internacional de ciencias del deporte
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ACS Style

Alexander Gil Arias; M. Perla Moreno; Alberto Moreno; Luis García González; Fernando Del Villar. La práctica federada como elemento de desarrollo del conocimiento: aplicación al voleibol de formación. (The federated practice as element of development of the knowledge: application to the formation volleyball). RICYDE. Revista internacional de ciencias del deporte 2011, 7, 230 -245.

AMA Style

Alexander Gil Arias, M. Perla Moreno, Alberto Moreno, Luis García González, Fernando Del Villar. La práctica federada como elemento de desarrollo del conocimiento: aplicación al voleibol de formación. (The federated practice as element of development of the knowledge: application to the formation volleyball). RICYDE. Revista internacional de ciencias del deporte. 2011; 7 (24):230-245.

Chicago/Turabian Style

Alexander Gil Arias; M. Perla Moreno; Alberto Moreno; Luis García González; Fernando Del Villar. 2011. "La práctica federada como elemento de desarrollo del conocimiento: aplicación al voleibol de formación. (The federated practice as element of development of the knowledge: application to the formation volleyball)." RICYDE. Revista internacional de ciencias del deporte 7, no. 24: 230-245.