Course Of Game Research Articles

Sınıf Öğretmenlerinin Beden Eğitimi ve Oyun Dersi Öğretimindeki Güven Seviyelerinin Değerlendirilmesi

Bu çalışmanın temel amacı sınıf öğretmenlerinin beden eğitimi ve oyun dersi öğretimi sırasındaki güven seviyelerinin araştırılmasıdır. Buna ek olarak; cinsiyet, okutulan sınıf ve hizmet yılı gibi faktörlerin öğretmenlerin güven seviyesine etkisi olup olmadığı araştırılmıştır. Çalışmaya Ankara’nın Çankaya ilçesinde görev yapan 320 (147 Kadın ve 173 Erkek) sınıf öğretmeni gönüllü olarak katılmıştır. Sınıf öğretmenlerinin beden eğitimi ve oyun dersi öğretimi sırasındaki güven seviyelerini ölçmek için Spittle, Watt ve Spittle (2011) tarafından geliştirilen ve Türkçeye adapte edilen 6’lı likert yapıya sahip, 2 alt boyutlu (yönetim ve planlama becerileri, spor becerileri öğretimi) kendine güven ölçeği kullanılmıştır. Sınıf öğretmenlerin ders öğretimi sırasındaki kendilerine güven seviyesi orta düzeyde bulunmuştur (X=4.00, SS=0.95). Öğretmenlerin beden eğitimi ve oyun dersindeki yönetim ve planlama becerileri konusundaki güven seviyeleri (X=4.24, SS=0.93), spor becerileri öğretimi (X=3.23, SS= 1.29) konusundaki güven seviyesinden daha yüksek çıkmıştır. Kadın ve erkek sınıf öğretmenlerinin beden eğitimi ve oyun dersindeki güven seviyeleri arasında anlamlı bir fark çıkmamıştır. Öğretmenlerin hizmet yılı (Wilks’λ= .969, F (6, 630) = 1.65, p > .05) ve okuttukları sınıf düzeyi (Wilks’ λ= .987, F (6, 632) = .682, p > .05) ile bu dersin öğretimi sırasındaki kendine güven seviyeleri arasında da anlamlı bir fark bulunmamıştır. Farklı branşlara yönelik spor öğretim becerileri konusunda sınıf öğretmenlerine hizmet içi eğitimlerin verilmesi, yönetim ve planlama konusunda öğretmenlere alan uzmanları yardımı ile destek sağlanması dersin etkinliğinin artırılması için yararlı olacaktır.

Global Positioning System Monitoring of Selected Physical Demands of NCAA Division I Football Players During Games.

Bayliff, GE, Jacobson, BH, Moghaddam, M, and Estrada, C. Global positioning system monitoring of selected physical demands of NCAA Division I football players during games. J Strength Cond Res 33(5): 1185-1191, 2019-Global positioning system (GPS) tracking of athletes in selected sports is a new innovation into obtaining comprehensive data regarding physical output with respect to distance travelled (DT), acceleration, and change of direction. The purpose of this study was to determine selected physical demands of American football players during the course of games and to compare such data by player position. Offensive lineman (OL) (n = 14) and defensive lineman (DL) (n = 9) and offensive wide receivers (WRs) (n = 10) and defensive backs (DBs) (n = 10) were fitted with GPS monitors during games. Collected data included DT, maximum velocity (MV), and acceleration (AC), deceleration (DC) distance at 2 intensities. Results indicated that DBs travelled significantly (p < 0.05) greater distances than OL and WR, but not DL. For MV, DBs and WRs were not significantly different but were significantly different from OL and DL. Also, DL was significantly different than OL. For the most intense acceleration (3-10 m·s), WR accelerated significantly further than all other positions and DBs accelerated further than DL and OL. There was not significant difference between DL and OL. For deceleration at the high-intensity measure, significant differences existed among all positions. Underestimation of workload during games could be a factor for the overuse and soft-tissue injuries and more serious injuries. Furthermore, using GPS tracking of similar variables as found in this study may benefit coaches and trainers in many other high-intensity sports.

The analysis of the implementation of research-based learning to improve students’ critical thinking skills based on their cognitive style

This study aimed to analyze the effect of the implementation of research-based learning models based on their cognitive style on the improvement of students’ critical thinking skills. This study employed Mix Method analysis with the 2x2 factorial design. 124 students who took Play and Game courses in the Teacher Education of Early Childhood Education Study Program. They were selected randomly using the multistage random sampling method. The results of this study indicated that: (1) students’ critical thinking abilities with research-based learning models are higher than cooperative learning models. (2) there was a significant interaction between learning models and cognitive styles on students’ critical thinking abilities. (3) for groups of students with a field dependent cognitive style, students’ critical thinking abilities with research-based learning models are higher than those with cooperative learning models. (4) for groups of students with independent field cognitive style, critical thinking abilities of students who learnt by research-based learning models are higher than those who were learned by cooperative learning models. The results of this study show that research-based learning models can improve students’ critical thinking skills based on their cognitive skills in Play and Game modules.

Crafting Courses as Game Spaces: Examining Video Games Classes in Communication

The sudden rise in the number of games courses in Communication departments necessitates examination about how those courses operate, not only to define best practices but also to describe the phenomenon as grounded in communication. Through a series of interviews with games professors primarily located in Communication departments at various institutions, the study delineates the commonalities between game courses and discusses issues of course design, materials, and classroom facilities. The article examines these courses as game spaces to identify how games courses operate in fundamentally different ways than other courses in Communication. The article then outlines how games classes might improve by capitalizing on the strengths—as well as mitigating the weaknesses—of game spaces.

Mittelalterliche Würfelspiele mit Einsatz und Gewinn

Abstract The second part in the 1284 Book of Games of Alfonso X. contains the description of twelve medieval games of dice. Certain information on the amount and timing of bets of the players are only very briefly displayed and are completely missing in several games. The exact course of such games is therefore unknown. What did the players know about their chances of rolling dice and how they could use them when playing the dice? In order to imagine the process of betting for gain, the characteristics of these games of dice are examined and compared with contemporary games of chance.

Relationship Between Pitcher Fatigue and Medial Elbow Torque in Baseball Pitchers: A Simulated Game Analysis

Objectives:The incidence of overuse injury to the elbow in baseball pitchers continues to rise, despite exhaustive efforts at pitch count regulations and emphasis on proper throwing mechanics. The goal of this study was to determine if the medial elbow experiences increased torque levels as the pitcher fatigues through the course of a simulated game.Methods:Competitive baseball pitchers were recruited for this simulated game study. Medial elbow torque was assessed using a validated mobile sensor that recorded medial elbow torque during the throwing motion. A radar gun was used to capture pitch velocity for each recorded pitch. Each pitcher completed a simulated game consisting of 6 innings and a standardized pitching scheme of fastballs, curveballs, and change-ups. Visual analog scores (VAS) measuring fatigue were recorded in between each inning. In total, each pitcher threw 90 pitches. Data was recorded every pitch to include ball velocity, medial elbow torque, arm speed, arm rotation, and arm slot.Results:A total of 11 pitchers (average age 17.6 years; range 15-20 years) completed the study. No adverse outcomes were noted with use of the mobile sensor. VAS scores increased 0.716 points per inning pitched (p<0.001). Medial elbow torque also was found to increase with successive innings, with an increase of 0.836 Nm each inning (p<0.001), while average pitch velocity was found to decrease as the game progressed (0.28 mile per hour decrease per inning; p<0.001). Fastballs generated the highest amount of medial elbow torque. There were no differences found in arm rotation or arm speed as the game progressed. However, the arm slot was found to decrease with each successive inning (0.731 degree decrease per inning; p<0.001).Conclusion:In this simulated game analysis, pitchers were noted to experience increase fatigue after each successive inning. While the average fastball velocity decreased from inning-to-inning, the medial elbow torque was found to increase, signifying a possible risk factor for overuse injury to the medial elbow.

Effect of Fatigue on Medial Elbow Torque in Baseball Pitchers: A Simulated Game Analysis

Background: The incidence of overuse injury to the elbow among baseball pitchers continues to rise, despite extensive efforts at pitch count regulations and emphasis on proper throwing mechanics. Purpose: To determine if the medial elbow experiences increased torque levels as a baseball pitcher fatigues through the course of a simulated game. Study Design: Descriptive laboratory study. Methods: High school and collegiate baseball pitchers were recruited for this simulated game study. Each pitcher completed a simulated game consisting of 6 innings and a standardized pitching scheme of fastballs, curveballs, and changeups. In total, each pitcher threw 90 pitches. Fatigue was reported per inning with a visual analog scale, and pitch velocity was captured per pitch with a radar gun. Outcome measures were assessed with a validated mobile sensor and included medial elbow torque, arm speed, arm rotation, and arm slot. Linear and quadratic regression modeling was used to evaluate the relationship between pitcher fatigue and pitching kinematics. Results: A total of 11 pitchers (mean age, 17.6 years; range, 15-20 years) completed the study. Visual analog scale fatigue scores increased 0.72 points per inning pitched (P < .01, effect size = 0.64). Medial elbow torque also increased beyond inning 3, with an increase of 0.84 N·m each inning (P < .01, effect size = 0.08), while pitch velocity decreased (0.28 mph per inning, P < .01, effect size = 0.27). Fastballs generated the greatest amount of medial elbow torque (49.3 ± 1.4 N·m, P < .01, effect size = 0.24). There were no differences in arm rotation (P = .42) or arm speed (P = .80) as the game progressed. However, arm slot decreased with each successive inning (0.73° on average per inning, P = .03, effect size = 0.12). No adverse outcomes were noted with use of the mobile sensor. Conclusion: In this simulated game analysis, pitchers experienced increased fatigue after each successive inning. While the average pitch velocity declined with each successive inning, the torque on the medial elbow increased after inning 3. These findings signify a possible relationship between fatigue and injury risk.

MOVING GAMES AS ONE OF THE FORMS OF RECREATIONAL ACTIVITIES

The article examines the influence of mobile games on the recreational component of personality development. A mobile game is a deliberate activity aimed at achieving the goal. Mobile games occupy a leading place both in physical education and in the process of physical rehabilitation, recreation, allowing to effectively solve medical and educational tasks at a high emotional level. A mobile game as a recreational tool has a number of qualities, among which the most important place is high emotionality. Emotions in the game are complex. This is a pleasure from the muscular work in the game, from the feeling of vivacity and energy, from the possibility of friendly communication in the team, from achieving the goal set in the game. During a mobile game, complex effects on motor activity and the nervous system are realized. The mobile game refers to such manifestations of gaming activity, in which the role of movements is clearly expressed. For mobile games characterized by creative, active motor actions, motivated by the plot. They are aimed at overcoming various difficulties on the way to achieving the goal. The advantage of mobile games before exercises is that the game is always associated with initiative, fantasy, creativity, proceeds emotionally, stimulates motor activity. The game uses natural movements for the most part in an entertaining, unobtrusive form. Moving games, as a rule, do not require participants of special training. The same mobile games can be played under different conditions, with a greater or lesser number of participants, according to different rules. The most important result of the game is the emotional upsurge. It is thanks to this wonderful feature that mobile games, especially with the elements of the competition, more than other forms of physical education, meet the needs of the body. In the course of mobile games, self-control, self-control, correct response to failure are formed.

Effects of visual map embedded approach on students learning performance using Briggs–Myers learning style in word puzzle gaming course

Many researchers have indicated in their studies that there is a need to integrate knowledge construction tools to improve knowledge and enhance learning performance of students in life science courses. Due to improper integration of learning strategies, educational games effectiveness could be affected in comparison to conventional interactive systems. In present study, a visual map embedded matching based interactive word puzzle system was deployed to reduce student's cognitive load, enhance learning motivation skills to gain understanding on novel concepts, improve personality to foster interpersonal skills, improve learning achievements and compare them with conventional puzzle system in intelligent gaming courses. The efficacy of presented approach has been assessed by designing an experiment which involves mixed dimensions of Briggs–Myers learning style. The experimental results showed that the approach based on visual maps can improve overall students grooming and they could adopt gaming based educational technology with ease in contrast to traditional learning systems.

The Effects of the Course of Intelligence Games Towards Student's Attitudes

Various games and activities of students can be used as an effective tool in the development of mental capacities, skills and intelligence games. Intelligence games are games that have all kinds of problems, including real problems. So it is a good tool to teach problem solving. The course of intelligence games will enable students to develop capacity for problem perception and assessment, to create different perspectives, to be able to make quick and correct decisions when they encounter problems, to develop a problem-solving and problem-solving habit, and to use reasoning and logic effectively. Therefore, it is appropriate to use a stepwise teaching approach to teaching mental games. In the middle school the course of intelligence games teaching program, learning areas are divided into 6 categories according to game categories: Reason Execution and Transaction Games, Verbal Games, Geometric - Mechanics Games, Strategy Games, Memory Games and Intelligence Questions [1]. The purpose of this research is to examine the effects of the course of intelligence games on the mathematics attitudes of Grade 5 students. Research was conducted in the 5th Grade of a private school in Antalya province. The experimental part of the research is comprised of the effects of the course of intelligence on students’ mathematics attitudes. This part of the research is conducted by the pretest-post-test control group design. Of two equal classes, one group is randomly assigned to be the experimental group and the other the control group; pre-test and post-test measurements were carried out in both groups. Experimental design with control group was used in the research. Mathematics attitude scale was used as pre-test and post-test in the research. In the analysis of the data, t test was used to compare the pretest and posttest scores. Between the pretest and the posttest, the lectures in the experimental group were carried out during the education period, including 2 hours per week. The lessons are supported each week by different activities of mental games. In the control group, teaching was done according to the current curriculum. To determine whether there is a meaningful difference between pre-test and post-test scores of experiment and control groups, analyzes were tried to determine the effect of mental games on math attitude. According to the results of the analysis, it was found that the students in the experimental and control groups had a significant difference between their pre-test scores and post-test scores within the mathematics attitude scale.

O entendimento de estratégia por estudantes de administração a partir de simulação de negócios

The business simulation is an interesting tool for active experimental learning used in business courses in order to bring together theory and practice, comprising the knowledge of strategy. In this case study, we analyze this capability into a constructivist perspective, distinguishing our work from others that focus on the effectiveness of these business games. Once established the coherence between the study’s purpose and its epistemological approach of learning, taken as a mental effort that is at the same time social and personal, this paper attempted to reveal which concepts of strategy the students internalize after a business game course. We carried out a content analysis of the texts written by the students in their final exam. The results, while showing the possibilities of agency problems in the course, led the research team to conclude that students set partial dimensions of strategy, conceived as: mutual construction, management of errors, course of action, intention, path dependence and learned lessons, which were put together as a possible collective discourse built from individual fragments.

The Third World War as Envisaged by Polish Generals at the Turn of the 1950s and the 1960s

This article gives an account of the military exercises code-named ‘Tempest’ and carried out in the autumn of 1961 by the army of the Polish People’s Republic under the supervision of Soviet officers. In the course of the war game the Polish staff members were placed in charge of the Baltic Front which, was given the task of seizing control of Denmark and the northern parts of Holland and Germany. These were the first large scale military exercises (a separate Polish front) to be organized after 1956.

Fast-Pitch Softball Players Use Biomechanical Compensations to Maintain Pitch Speed When Fatigued

Abstract Date Presented 3/31/2017 Fast-pitch softball pitchers are at increased risk for overuse injuries, possibly due to fatigue. This study measured kinematics, strength, fatigue, and pain over the course of a simulated game. Pitchers lost strength and reported fatigue, but they maintained pitch speed while altering their kinematics. Primary Author and Speaker: William Janes Additional Authors and Speakers: Matthew Foreman Contributing Authors: Jack R. Engsberg, Matthew Smith, Jill Krampe

Pedagogical principles of learning to teach meaningful physical education

ABSTRACTBackground: Concerns that current forms of physical education teacher education (PETE) are not adequately providing teachers with the tools necessary for working with the realities and challenges of teaching physical education in contemporary schools has led some scholars to advocate for an approach that prioritises meaningfulness in physical education. There is, however, little empirical evidence of how future teachers might be taught to facilitate meaningful physical education experiences.Purpose: This paper describes a pedagogical approach to PETE to support pre-service teachers (PSTs) in learning how to facilitate meaningful experiences in physical education. We aim to contribute new understanding through sharing pedagogical principles that support PSTs’ ‘Learning About Meaningful Physical Education’ (LAMPE).Participants and setting: The research team consisted of three physical education teacher educators: Tim and Déirdre who implemented LAMPE pedagogies and Mary who acted as meta-critical friend (pseudonyms used for the review process). Results from the LAMPE innovation reported here are taken from implementation across four semesters of two academic years 2013–2015. Déirdre implemented LAMPE in an introduction to teaching physical education course for pre-service generalist elementary teachers. Tim implemented the approach in an undergraduate developmental games course for future physical education teachers. A total of 106 PSTs participated in the research.Data collection and analysis: Data included teacher educator reflections and non-participant observer data from 33 individual lessons, over 7 hours of transcribed teacher educator Skype conversations, 8 ‘turning point’ documents, 15 sets of PST work samples, and transcripts of individual (n = 10) and 9 focus group interviews (n = 18 participants) with PSTs. Data were analysed inductively. Triangulation of multiple data sources and an expert member check supported trustworthiness of the LAMPE approach and data analysis.Findings: We share five pedagogical principles that reflect how PSTs were supported to learn how to facilitate meaningful physical education experiences. Pedagogies included planning for, experiencing, teaching, analysing, and reflecting on meaningful participation. Implementing pedagogies aligned with these five pedagogical principles helped participants learn why meaningful participation should be prioritised as well as how to facilitate meaningful physical education experiences.Conclusions: Pedagogical principles of LAMPE have been constructed from empirical evidence of both teacher educator and PST experiences that supported learning how to promote meaningful physical education. This research contributes new understanding of how to support PSTs in learning to teach with an emphasis on facilitating meaningful physical education experiences.

Impact of Frisbee game course on the upper limb motor function of students with intellectual disabilities

Objectives: Upper limb motor dysfunction often occurs in individuals with intellectual disabilities, affecting their daily self-care abilities and employability. Therefore, enhancing their upper limb motor function could improve the quality of life. This study investigated the impact of Frisbee game course on the upper limb motor function of students with intellectual disabilities.Methods: A self-designed Frisbee game course was made available to 10 senior vocational students with moderate to severe intellectual disabilities in a special school in New Taipei City, Taiwan. The students participated 40 min each time, 4 times a week, for 6 weeks. Pre and post-test functional capacity and Frisbee throwing distance were measured. Descriptive statistics and paired-sample t-test were performed for the data analysis.Results: Frisbee game course improved the lifting capacity, significantly improved the grip strength (dominant hand), upper limb power, hand-eye coordination, and gross and fine hand motor skills of students with intellectual disabilities.Conclusion: Frisbee game course can improve upper limb muscle strength, power, coordination ability, and dexterity. Schools should implement Frisbee game courses and ensure their availability in the health and physical education of students with intellectual disabilities to enhance their upper limb motor function, employability, and vocational adaptability, thus improving their quality of life.

THE INFLUENCE OF BOARD GAMES ON MATHEMATICAL SPATIAL ABILITY OF GRADE 9 STUDENTS IN JUNIOR HIGH SCHOOL

The main purpose of this study is to investigate the influence of board games on mathematical spatial ability of grade 9 students. This study used quasi-experimental design to enroll 2 classes of grade 9 students in a certain junior high school in the southern Taiwan as the research subjects. The subjects were divided into experimental group (28 subjects) and control group (29 subjects). This study performed the pretest, posttest, and experimental teaching for 7 times (once every 2 weeks; 2 classes each time). In the teaching experiment, this study used the implementation/non-implementation of board game activity teaching as the independent variable to investigate the influence of application of board games on mathematical spatial ability of grade 9 students in junior high school. Before the implementation of the experiment, this study used spatial ability scale to perform the pretest. After the implementation of the experiment, this study used spatial activity scale to perform the posttest. In the end, this study performed relevant statistical analyses, and collected students’ feedback slips and teachers’ teaching reflection. The research results showed that: (1) board game teaching improves students’ learning effectiveness of spatial ability; (2) board game teaching improves students’ learning interest in spatial ability; (3) after receiving board game teaching, the posttest showed that the mathematical spatial ability of students with more experiences in playing 3D animation games is significantly higher than that of those with less experiences in playing them; (4) the spatial perception, spatial identification, spatial rotation, and total score of mathematical spatial ability of the experimental group are significantly higher than those of the control group. According to the research results, this study proposed board game course of spatial ability for junior high school, and use computer network in combination with board game as reference for spatial ability teaching and subsequent studies. Keywords: Board game, Game-based learning, Spatial ability, Junior high school

Timeline of the World Polonia Winter Games (1986–2016)

Keeping the chronological order, this paper presents a timeline of events of the 30-year history of the organization of the Polonia Winter Games in Poland: first their beginnings in the years 1986–1989, and then, after a long break and a change to the name, their continuation as the World Polonia Winter Games in the years 2000–2016. Driven by the popularity of the summer Polonia Sports Games (1934–1991), and later the World Polonia Games in Poland (1997–2015), Polish diaspora organizations from different parts of the world decided to organize the 1st Polonia Winter Games in Zakopane in 1986. In accordance with the guidelines, also accepted by the International Commission for the Games, the first three of them (1986, 1989, 1992) took place every three years. After an eight-year break, winter sports meetings of Polonia people were reactivated in the year 2000, when the next 4th Polonia Winter Games were held in the Beskidy Mountains. That year, they were named the World Polonia Winter Games, a name which has remained until this day. It was agreed that they should be organized every two years. The aim of this work is to present the second part of the timeline of events, which are related to the organization and the course of the World Polonia Winter Games (1986–2016). The concept adopted by the authors stems not only from the extensive chronology, but also from the vastness of source material. Many athletes representing various Polish diaspora communities participated in the Polonia Winter Games, and later in the World Polonia Winter Games. The program of the Games underwent gradual changes. From the beginning of the Winter Games there were no sporting performance minimums. Age categories were extended in order to enable young, middle-aged and older people to compete in the Games, thus making it possible for them to take part both in sports contests and recreational events. The Polonia Games gave impetus to association of Polish athletes in Polonia sports organizations abroad and contributed largely to the consolidation of Polish national life in exile.They provided an opportunity to improve the knowledge of the Polish language, learn about the country of the ancestors and its achievements in various fields of social, cultural, and sporting life. Polonia activists together with sports activists in Poland decided to continue the World Polonia Winter Games for the sake of the whole Polish diaspora and Poles living in Poland.

THE SANITARYHYGIENIC AND ANTIEPIDEMIC SECURITY OF «CAUCASUS 2016» WAR GAMES

In September 2016, the main phase of «Caucasus 2016» war games was exercised in Crimea. For the sake of observing the sanitary legislation of the Russian Federation, surveillance measures were taken by the personnel of SESC 636. Due to large-scale preventive interventions, there were no outbreaks of intestinal infections in the course of the war games.

The Research and Discussion on Android Game Development Curriculum

This paper mainly focuses on how to nurture talent on Android mobile game development to be more eligible for social development. In this paper, we will describe the reform thinking of Android game curriculum and the discussion of curriculum research, explain in detail the teaching content, teaching methods, examination mode and finally show the achievement of students about Android game courses. The research we made can provide an important basis for the teaching reform of colleges and universities, can nurture high quality talent on mobile game development rapidly.

The television viewer’s quest for excitement – does the course of a soccer game affect TV ratings?

According to Elias and Dunning’s theory of the civilizing process, modern society can be characterized by a lack of excitement. Spare time activities may serve a compensatory function for this perceived monotony of modern life. During leisure, the modern individual searches for excitement from mimetic activities. Consumption of sports broadcasts may also be motivated by this search for excitement. Based on this assumption, this study analyzes the fluctuation of TV viewership during the course of soccer matches. Based on to-the-minute data on TV ratings of soccer matches shown in German free-to-air (FTA) TV in 2012, it can be demonstrated that a high level of entertainment, surprise and suspense are related to an increase in TV viewership. Most significantly, however, it is the degree of suspense, i.e. the uncertainty of the outcome of the match, which keeps audiences tuned in. These results are highly consistent with the assumptions deduced from Elias and Dunning’s theory.