Abstract
There is a concern to implement games that will be able to increase the students’ motor and sport competence during the sport contents in Physical Education. Some games encompassed in Models-Based Practice (MsBP) are more beneficial for physical and physiological development than others. The main purpose of this study is to compare the degree of physical and physiological performance in several futsal games that have been implemented through two MsBP: the Teaching Games for Understanding (TGfU) and the Contextualized Sport Alphabetization Model (CSAM). The second objective is to analyze the relationship between physical and physiological variables. A quasi-experimental and cross-sectional study with pre- and post-test evaluations had been carried out. The sample was composed of 112 Primary Education students from First to Sixth grade (9.35 ± 1.76 years). Polar Team Pro® technology was implemented to compare and analyze the physical and physiological variables. Data was analyze comparing both models with a two-step cluster model. Afterward, Student’s t-test was executed to compare the progression of both models. Besides, two-level multilevel model (MANOVA-ANOVA, followed by MANCOVA- ANCOVA) were also executed by means of applying a 4 versus 4 Small-Sided and Conditioned Game (SSCG). Finally, Pearson correlation between physical and physiological variables was calculated. Results showed that physical and physiological performance was higher in CSAM groups. In this regard, throughout the intervention of both models, results showed significant differences in physical and physiological variables at SSCGs implemented in the CSAM over the games implemented during the TGfU. Additionally, multilevel and MANCOVA post-test analyses shows significant differences in the physical and physiological performance during the post-test 4 vs. 4 SSCG at the CSAM students, in contrast to the TGfU students (p < 0.001). These results demonstrate that both physical (e.g., distance covered) and physiological performance (e.g., Edwards’ TRIMP) are significantly higher during CSAM in contrast to TGfU. Moreover, relationship between physical and physiological variables help teachers to adapt sessions to the features of the context.
Highlights
There is a concern about the acquisition of fundamental motor skills that enables children to participate in physical activities satisfactorily (Barela, 2013)
Since the sample was superior to 30 subjects, the normal distribution was assumed due to the Central Limit Theorem (CLT) (Akritas and Papadatos, 2004)
The present study shows how Contextualized Sport Alphabetization Model (CSAM) could be a great resource for teachers to guide and adapt the content and the Small-Sided and Conditioned Game (SSCG) according to the characteristics of each student, in contrast to ‘obligate’ them to adapt to the game
Summary
There is a concern about the acquisition of fundamental motor skills that enables children to participate in physical activities satisfactorily (Barela, 2013). Apart from the motor competence, the sports literacy contents contribute to the acquisition of a specific competence, which enables students to solve a wide range of tactical/technical problems during their sports practice, called sports competence (Kolovelonis and Goudas, 2018). Rooted in the ideas of implementing Pedagogical Models (Haerens et al, 2011), whichever highlight the interdependence of the most important aspects of sport pedagogy (i.e., context, content, and teaching/learning process), Casey and MacPhail (2018) proposed the term Models-Based Practice (MsBP). This new concept aims to guarantee a contextualized and meaningful sport learning based on real practice
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