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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 assessment of tactical-technical knowledge of football is essential to develop optimal and integral teaching processes for students. Therefore, the aim of this study was to design and validate an instrument so that teachers, coaches, and researchers can observe and codify both the tactical behaviors and technical skills performed by the students in the game of football. The design and validation of the instrument were carried out in four phases: a) review of the literature and previous instruments; b) design of the Instrument for the Measurement of Learning and Performance in Football (IMLPFoot). It assesses all the offensive and defensive play actions, with and without the ball, as well as their three components (decision-making, technical execution, and final result); c) sample selection of experts (N = 12); and d) quantitative (Likert-type scale from 1 to 10) and qualitative assessment of degree the pertinence, unambiguity, and importance of each of the 33 items included in the IMLPFoot. Aiken’s V coefficient was used to determine content validity. Likewise, internal consistency was calculated using Cronbach’s α coefficient. The results showed demanding levels of validity (V ≥ 0.77), internal consistency (α = 0.983), inter-rater, and intra-rater reliability. Therefore, it is a valid and reliable instrument that makes possible a complete assessment of football in physical education classes and/or in the sports context (out‐of‐school football).
Juan M. García-Ceberino; Antonio Antúnez; Sergio J. Ibáñez; Sebastián Feu. Design and Validation of the Instrument for the Measurement of Learning and Performance in Football. International Journal of Environmental Research and Public Health 2020, 17, 4629 .
AMA StyleJuan M. García-Ceberino, Antonio Antúnez, Sergio J. Ibáñez, Sebastián Feu. Design and Validation of the Instrument for the Measurement of Learning and Performance in Football. International Journal of Environmental Research and Public Health. 2020; 17 (13):4629.
Chicago/Turabian StyleJuan M. García-Ceberino; Antonio Antúnez; Sergio J. Ibáñez; Sebastián Feu. 2020. "Design and Validation of the Instrument for the Measurement of Learning and Performance in Football." International Journal of Environmental Research and Public Health 17, no. 13: 4629.
El propósito del estudio fue validar dos programas de intervención, correspondientes a dos unidades didácticas realizadas cada una en base a dos metodologías diferentes: Direct Instruction (ID) y Tactical Games Approach (TGA), para la enseñanza del fútbol escolar. Se diseñaron dos programas de intervención semejantes con el mismo número de tareas, sesiones, fases de juego, contenidos y objetivos. En el proceso de validación participaron 13 jueces expertos. La validez de contenido se calculó mediante el coeficiente de V de Aiken y sus intervalos de confianza. Para la consistencia interna se empleó el coeficiente de ? de Cronbach. Ninguna de las tareas que componen los programas de intervención fue eliminada al superar el valor crítico exacto (V ? .69). La consistencia interna de las tareas fue excelente (? = .97). Por tanto, ambos programas de intervención son válidos y fiables para la enseñanza del fútbol escolar, así como para comparar los efectos de ambas metodologías.
A. Antúnez; Juan Manuel García-Ceberino; S. Feu; Ibáñez S.J.. VALIDACIÓN DE DOS PROGRAMAS DE INTERVENCIÓN PARA LA ENSEÑANZA DEL FÚTBOL ESCOLAR. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte 2020, 20, 257 -274.
AMA StyleA. Antúnez, Juan Manuel García-Ceberino, S. Feu, Ibáñez S.J.. VALIDACIÓN DE DOS PROGRAMAS DE INTERVENCIÓN PARA LA ENSEÑANZA DEL FÚTBOL ESCOLAR. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte. 2020; 20 (78):257-274.
Chicago/Turabian StyleA. Antúnez; Juan Manuel García-Ceberino; S. Feu; Ibáñez S.J.. 2020. "VALIDACIÓN DE DOS PROGRAMAS DE INTERVENCIÓN PARA LA ENSEÑANZA DEL FÚTBOL ESCOLAR." Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte 20, no. 78: 257-274.
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.
The design of teaching tasks determines the physical and physiological demands that students are exposed to in physical education classes. The purpose of this study is to quantify and compare, according to gender and teaching methodology, the external (eTL) and internal (iTL) load resulting from the application of two programs that follow different teaching methodologies, i.e., a Tactical Games Approach (TGA) and Direct Instruction (DI), to teach school football. The Ratings of Perceived Exertion (RPEs) recorded in the assessments were also studied. A total of 41 students in the fifth year of primary education from a state school from Spain participated in the study (23 boys and 18 girls), aged from 10 to 11 (M ± SD, 10.63 ± 0.49 years) and divided into two class groups. All the sessions were monitored with inertial devices that made it possible to record physical activity and convert the information into kinematic parameters. The results indicated that the students who followed the TGA method recorded higher iTL values (heart rate) and spent more time performing high-intensity activities. Boys recorded higher eTL, iTL, and RPE values than girls. There was an evolution in the RPE between the assessments, with both groups presenting a more efficient RPE in the posttest. The TGA method favors student physical fitness and health, thus, this method is recommended when planning physical education sessions.
Juan M. García-Ceberino; Antonio Antúnez; Sebastián Feu; Sergio J. Ibáñez. Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology. International Journal of Environmental Research and Public Health 2020, 17, 344 .
AMA StyleJuan M. García-Ceberino, Antonio Antúnez, Sebastián Feu, Sergio J. Ibáñez. Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology. International Journal of Environmental Research and Public Health. 2020; 17 (1):344.
Chicago/Turabian StyleJuan M. García-Ceberino; Antonio Antúnez; Sebastián Feu; Sergio J. Ibáñez. 2020. "Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology." International Journal of Environmental Research and Public Health 17, no. 1: 344.
El análisis de la carga externa (external load, eTL) proporciona información al profesor de Educación Física de cómo planifica la enseñanza deportiva de su grupo-clase, pudiendo utilizarla como feedback. Por ello, el objetivo del estudio fue analizar la eTL de las tareas diseñadas por los profesores en fase de pre-servicio para la enseñanza del baloncesto en el contexto escolar en función de las fases de juego. Se categorizaron 283 tareas diseñadas por seis profesores en fase de pre-servicio (formación) a través del Sistema Integral para el Análisis de las Tareas de Entrenamiento. La cuantificación de eTL de las tareas se obtuvo por medio de seis variables: grado de oposición, densidad de la tarea, porcentaje de ejecutantes simultáneos, carga competitiva, espacio de juego e implicación cognitiva. Se realizó un análisis descriptivo por medio de las tablas de contingencia e inferencial usando las pruebas estadísticas H de Kruskal-Wallis y U de Mann-Whitney. El tamaño del efecto se calculó mediante la d de Cohen. Los resultados indican diferencias significativas en la eTL (p=.000; d=1.898) y la eTL*Tiempo (p=.000; d=1.558) en función de las fases de juego. Las tareas diseñadas para la fase de ataque (fundamentalmente ejercicios) presentan una eTL media-baja, mientras que las tareas diseñadas para las fases de defensa y mixta presentan una eTL media-alta. Predominan las tareas diseñadas para la fase de ataque, seguida de la fase mixta. El uso de los juegos provoca mayor eTL y favorece la condición física de los aprendices. The analysis of external load (eTL) provides Physical Education teachers with information about how they plan sport teaching within their classes, which they can use as a feedback. Thus, the aim of this study was to analyze the eTL of the tasks designed by pre-service teachers for the teaching of school basketball, depending on the phases of game. A total of 283 tasks designed by six pre-service teachers were categorized through the Integral System for Training Tasks Analysis. The quantification of the eTL of the tasks was obtained through six variables: degree of opposition, density of the task, percentage of simultaneous performers, competitive load, game area, and cognitive involvement. A descriptive analysis was performed using contingency tables and an inferential analysis using Kruskal-Wallis H and Mann-Whitney U statistical tests, establishing the effect size through Cohen’s d. The results indicate significant differences in the eTL (p<.001; d=1.898) and the eTL*Time (p<.001; d=1.558) depending on the phases of game. The tasks designed for the attack phase (mostly exercises) have a medium-low eTL, while the tasks designed for the defense and mixed phases have a medium-high eTL. The tasks designed for the attack phase predominate, followed by those for the mixed phase. The use of games causes greater eTL and fosters students’ physical condition.
Juan Manuel García-Ceberino; María De Gracia Gamero; María Reina; Sebastián Feu; Sergio José Ibáñez. Estudio de la carga externa de las tareas de baloncesto en función de las fases de juego (Study of external load in basketball tasks based on game phases). Retos 2019, 540 -545.
AMA StyleJuan Manuel García-Ceberino, María De Gracia Gamero, María Reina, Sebastián Feu, Sergio José Ibáñez. Estudio de la carga externa de las tareas de baloncesto en función de las fases de juego (Study of external load in basketball tasks based on game phases). Retos. 2019; (37):540-545.
Chicago/Turabian StyleJuan Manuel García-Ceberino; María De Gracia Gamero; María Reina; Sebastián Feu; Sergio José Ibáñez. 2019. "Estudio de la carga externa de las tareas de baloncesto en función de las fases de juego (Study of external load in basketball tasks based on game phases)." Retos , no. 37: 540-545.
El estudio de la planificación de las tareas se ha convertido en una de las líneas de investigación emergentes dentro del campo de la Pedagogía Deportiva. Por ello, el objetivo de este estudio fue analizar las variables pedagógicas de las tareas diseñadas por los profesores de pre-servicio para la enseñanza del baloncesto escolar en función de las fases del juego. Se han codificado 283 tareas diseñadas por 6 profesores en formación a través del Sistema Integral para el Análisis de las Tareas de Entrenamiento (SIATE). Se analizaron las variables pedagógicas que clasifica este sistema: situación de juego, parte de sesión, tipo de contenido I, tipo de contenido II, contenido específico, medio de enseñanza, nivel de oposición, tipo de participación y Feedback. Se realizó un análisis descriptivo e inferencial mediante la prueba Chi-Cuadrado, V de Cramer y los Residuos Tipificados Corregidos. Los resultados ponen de manifiesto la existencia de diferencias estadísticamente significativas (p<.05) en el diseño de las tareas para cada fase de juego con respecto a las variables pedagógicas, excepto en la variable tipo de contenido II, debido a que esta variable solo se categoriza cuando se trabaja la fase de juego mixta. Por tanto, los maestros en fase de pre-servicio utilizan diferentes categorías de las variables pedagógicas en función de la fase de juego que quieren trabajar, siendo esta diferencia más significativa en la variable contenido específico (Vc= ,831; p=,000). The study of task planning has become one of the emerging research lines within the field of Sports Pedagogy. Therefore, the objective of this study was to analyze the pedagogical variables of the tasks designed by the pre-service teachers for teaching school basketball based on the phases of the game. 283 tasks designed by 6 teachers in training have been coded through the Integral System for the Analysis of Training Tasks (SIATE). The pedagogical variables classified by this system were analyzed: game situation, part of the session, type of content, specific content, teaching medium, level of opposition, type of participation and Feedback. A descriptive and inferential analysis was carried out using the Chi-Square test, Cramer's V test and the Corrected Typified Waste. The results show the existence of statistically significant differences (p <.05) in the design of the tasks for each game phase with respect to the pedagogical variables, except in the variable type II content, because this variable only It is categorized when working the mixed game phase. Therefore, teachers in the pre-service phase use different categories of pedagogical variables depending on the phase of play they want to work with, this difference being more significant in the specific content variable (Vc =, 831; p =, 000).
María De Gracia Gamero Portillo; Juan Manuel García-Ceberino; María Reina Román; Sebastián Feu Molina; Antonio Antúnez Medina. Estudio de las variables pedagógicas de las tareas de baloncesto en función de las fases de juego. (Study of the pedagogical variables of basketball tasks based on game phases). Retos 2019, 556 -562.
AMA StyleMaría De Gracia Gamero Portillo, Juan Manuel García-Ceberino, María Reina Román, Sebastián Feu Molina, Antonio Antúnez Medina. Estudio de las variables pedagógicas de las tareas de baloncesto en función de las fases de juego. (Study of the pedagogical variables of basketball tasks based on game phases). Retos. 2019; (37):556-562.
Chicago/Turabian StyleMaría De Gracia Gamero Portillo; Juan Manuel García-Ceberino; María Reina Román; Sebastián Feu Molina; Antonio Antúnez Medina. 2019. "Estudio de las variables pedagógicas de las tareas de baloncesto en función de las fases de juego. (Study of the pedagogical variables of basketball tasks based on game phases)." Retos , no. 37: 556-562.
The objective of this study was to design and analyse the differences and/or similarities of two homogeneous intervention programmes (didactic units) based on two different teaching methods, Direct Instruction (DI) and Tactical Games Approach (TGA), for teaching school-age soccer. The sample was composed of 58 tasks, 29 for each intervention programme. The pedagogical and external Training Load (eTL) variables recorded in the Integral System for Training Tasks Analysis (SIATE) were studied. The two intervention programmes were compared using Chi-Square, Mann-Whitney U and the Adjusted Standardized Residuals statistical tests. Likewise, the strength of association of the variables under study was calculated using Cramer’s Phi and Cramer’s V coefficients. Both intervention programmes had the same number of tasks (n = 29), sessions (n = 12), game phases (x2 = 0.000; p = 1.000), specific contents (x2 = 5.311; p = 0.968) and didactic objectives, as well as different levels of eTL (U = 145.000; p = 0.000; d = 1.357); which are necessary requirements to be considered similar. The differences and/or similarities between both intervention programmes will offer teachers guidelines to develop different didactic units using the specific DI and TGA methodologies.
Juan M. García-Ceberino; Sebastián Feu; Sergio J. Ibáñez. Comparative Study of Two Intervention Programmes for Teaching Soccer to School-Age Students. Sports 2019, 7, 74 .
AMA StyleJuan M. García-Ceberino, Sebastián Feu, Sergio J. Ibáñez. Comparative Study of Two Intervention Programmes for Teaching Soccer to School-Age Students. Sports. 2019; 7 (3):74.
Chicago/Turabian StyleJuan M. García-Ceberino; Sebastián Feu; Sergio J. Ibáñez. 2019. "Comparative Study of Two Intervention Programmes for Teaching Soccer to School-Age Students." Sports 7, no. 3: 74.
Durante la temporada, el papel principal del entrenador es el de diseñar y plantear las tareas que ayuden a conseguir los objetivos planteados de manera secuencial. El objetivo de este trabajo fue describir si existen diferencias entre las tareas que son diseñadas en función de la fase de juego. Para ello, se recogieron 388 tareas durante una temporada de un equipo de baloncesto. Esta comparativa se debe a que el entrenador, realiza los entrenamientos bajo enfoque comprensivo y elige un modelo ondulatorio del trabajo en el que se alternan tareas con finalidad de ataque y defensa. Finalmente, este trabajo presenta un análisis crítico y fiable sobre el diseño y el planteamiento de los entrenamientos con una visión global que recoge las diferencias encontradas en las tareas en función de la fase de juego.
D. Mancha Triguero; Juan Manuel García-Ceberino; A. Antúnez Medina; J. García Rubio. ¿Afecta la fase de juego al diseño de las tareas de un equipo de baloncesto de formación? SPORT TK-Revista EuroAmericana de Ciencias del Deporte 2018, 27 -36.
AMA StyleD. Mancha Triguero, Juan Manuel García-Ceberino, A. Antúnez Medina, J. García Rubio. ¿Afecta la fase de juego al diseño de las tareas de un equipo de baloncesto de formación? SPORT TK-Revista EuroAmericana de Ciencias del Deporte. 2018; ():27-36.
Chicago/Turabian StyleD. Mancha Triguero; Juan Manuel García-Ceberino; A. Antúnez Medina; J. García Rubio. 2018. "¿Afecta la fase de juego al diseño de las tareas de un equipo de baloncesto de formación?" SPORT TK-Revista EuroAmericana de Ciencias del Deporte , no. : 27-36.