Game Performance Assessment Research Articles

Game Performance Improvements in Sport Education and Tactical Games Models

The Tactical Games Model (TGM) is summarized as a physical education model where the emphasis is on developing the underlying core components of games and sports to develop the tactical and per-formance skills of participants, known as game performance (Metzler, 2011). The Sport Education Model (SEM) is a physical education model structured and sequenced in a league-based format to provide students with a realistic feeling of being part of a sports team and to gain an un-derstanding of all aspects of competitive organized sport. Evidence to support the SEM successfully developing game performance skills is lim-ited and inconsistent (Farias et al., 2015). The purpose of the study was to investigate the game performance of pre-service physical education teachers in two different instructional models, SEM and TGM, from pre-test to post-test. Forty-six male (n = 32) and female (n = 14) par-ticipants took part in either a SEM or TGM Team Handball Unit. Each unit consisted of 10 lessons planned and implemented by the instructor. The game performance components Adjust, Support, and Passing were examined by the researchers using the Game Performance Assessment Instrument (Oslin et al., 1998) through four-minute observations in a small-sided game situation at pre-test and post-test. No significant (p > .05) interaction was found between SEM and TGM instructional models over time for game performance variables. No significant (p > .05) difference was found in game performance between SEM and TGM instructional models. A statistically significant (p < .05) main effect was found for time, such that game performance scores increased from pre-test to post-test for both SEM and TGM instructional mod-els. Based on the findings of the current study, both SEM and TGM instructional models may increase game performance when instructed with fidelity. The results could be explained through understanding the connection the SEM and Situated Learning Theory (Lave & Wenger, 1991) and/or team cohesion. The results have practical implications for physical educators, and directions for future research are discussed.

Hyperopic tactics: Evaluating the effects of intentional constraints on collegiate soccer players' physical capabilities and temperaments

This study, the second year in a longitudinal study, further examined the influence of constraints on the practice performance of collegiate soccer players, mediating role of the player’s individual temperament. Eighteen players from a geographic Midwest NCAA Division II university completed the Personality Plus test to establish their temperaments and measured their practice regiment performance using Game Performance Assessment Instrument. Data were collected across three rounds during the soccer season, involving input constraints, output constraints, and a constraint-free control condition. The results revealed significant performance differences between constraint trials and the control trial. For the second consecutive year, the data did not reveal any statistically significant correlation between temperaments and constraint influences, challenging the notion that temperaments effect on an individual’s response to constraints. The study underscores the importance for coaches to optimize training regimens and practice conditions by recognizing constraints' impact on performance, suggesting that temperament may not be the primary mediating factor. These results have shifted the researchers’ focus on the importance of communication, specifically how the message is interpreted and applied- possibly because of individual temperament. A new model, CECA provides a promising framework for understanding how coaching influences the problem space. This research provides valuable insights into how constraints affect NCAA Division II soccer players' performance, guiding coaches and sports professionals in tailoring effective training methods and constraints for enhanced player performance and overall team success.

Outcomes of Implementing Step Game Approach-Based Sport Education Model in Junior High School Physical Education

<p>目的：Siedentop (1994) 發展的運動教育模式 (Sport Education, SE) 已成為體育課程的主流，但檢驗SE成效的研究多將重點放在認知與情意上 (如：動機、正向情緒等)，SE是否能有效提升學生運動技能尚未有較明確的結論。因此Mesquita等 (2005) 提出階段競賽法 (Step Game Approach, SGA) 融入運動教育模式，藉由每階段比賽或遊戲任務檢驗學生的運動技能表現，瞭解其在賽季前、中是否完整吸收了課堂上的知識，並在運動技能上有所提升。目前國內尚無任何檢驗SGA結合SE (SGA-SE) 教學策略成效之研究發表，因此本研究將採取準實驗設計，將SE-SGA實施於國中體育課中，以瞭解此教學策略對學生運動技能學習成效之影響與學生感受。方法：以新北市立某國中二年級，兩個班級共35位學生為研究對象，實驗組實施SGA-SE之教學，對照組接受SE之教學，進行7週共13節課的課程，兩組學生皆以GPAI運動表現評量進行前、後測，資料以二因子混合設計變異數分析進行統計考驗，並在介入後，對實驗組學生進行半結構式訪談。結果：實驗組學生之運動技能表現提升顯著優於對照組，且實驗組多數學生皆認為自己的排球技能有進步。結論：本研究率先於國內體育課情境檢驗實施SE-SGA之教學成效，發現SE-SGA對學生在運動技能表現上的提升優於單純實施SE教學法。建議未來研究可加入不同變項分析，進一步驗證國內、外研究之差異。也期盼此研究結果能作為往後體育教師在國內實施SGA-SE時之參考依據。</p> <p> </p><p>Purposes: The Sport Education (SE) model, developed by Siedentop (1994), has been widely applied in physical education (PE) across many countries. While SE outcomes have been extensively studied in terms of affective and cognitive dimensions, its impact on skill learning has remained inconclusive. To address this gap, Mesquita et al. (2005) proposed combining the Step Game-Approach (SGA) with the SE model (SE-SGA) to assess students’ skills through step-based games or tasks in PE. However, there has been no study examining the outcomes of SE-SGA-based PE in Taiwan. Therefore, this study aims to explore the effects of SE-SGA on students’ skill learning at middle school PE class, as well as students’ perceptions of SE-SGA-based PE class. Methods: The study involved 35 eighth-grade students from two classes in a middle school in New Taipei City. The experimental group (n = 19) received SE-SGA-based PE, while the control group (n = 16) received SE-based PE over a 7-week period, totaling 13 classes. Sports performance evaluation using the GPAI (Game Performance Assessment Instrument) was conducted before and after the intervention for both groups. The data were subjected to statistical analysis using a two-factor mixed design variance analysis. Additionally, semi-structured interviews were conducted with the experimental group after the intervention. Results: The results demonstrated a significant improvement in sports skills for students in the experimental group compared to their counterparts in the control group. Furthermore, a majority of the students in the experimental group expressed their belief that their sports skills had improved following the intervention. Conclusions: This study represents the inaugural exploration of the implementation of SE-SGA-based PE classes in Taiwan. The findings indicate that SE-SGA can significantly enhance students’ sports skills. In future research, it is recommended to consider multiple variables to better understand the distinctions among different cultures and populations when implementing SE-SGA-based PE. The outcomes of this study serve as a valuable reference for physical educators looking to implement SE-SGA and researchers interested in exploring its outcomes.</p> <p> </p>

MELATIH KEMAMPUAN BERPIKIR KRITIS DENGAN METODE TEACHING GAMES fOR UNDERSTANDING (TGfU) MATA PELAJARAN PENJASORKES SISWA SEKOLAH MENENGAH PERTAMA (SMP) DI KOTA PONTIANAK

The aim of this research is to train critical thinking skills using the teaching games for understanding (TGfU) method for physical education subjects for students in junior high school physical education subjects in Pontianak City. The research and product development model that is the basis for this research is the Dick & Carey instructional design model. The population in this research are students in junior high school physical education subjects in Pontianak City. The researcher's sampling technique that will be used is total sampling. The data collection technique used is the observation technique. The technique used to analyze the data in this research is descriptive qualitative. Based on the results of the recapitulation of the first trial data, the key score in the Game Performance Assessment Instrument (GPAI) Test/Football Game Performance guidelines obtained at this initial stage was an average of 86 actions for each indicator, which means that effective performances often appear. This category means that students' critical thinking abilities are quite good as seen from students' decisions in playing basketball. In order to optimize students' critical thinking abilities, interactions between educators and students are needed to reflect the behavior (effects) of teaching and learning in certain conditions. In the trial phase 2, the average action of each indicator changed, based on the key score table, which means that effective performance always appears. This category means that students' critical thinking abilities are optimal as seen from the students' support in playing basketball. Based on products developed through expert tests and field tests, the Guide to training critical thinking in Physical Education subjects for Junior High School (SMP) Students in Pontianak City is suitable for use in Physical Education learning.

Evaluating the impact of a coach development intervention for improving coaching practices and player outcomes in football: the MASTER Coaching randomised control trial

ABSTRACT Background There is a growing body of evidence showing the benefits to coaches and players in adopting a game-based pedagogical approach. Whilst the evidence in support of a game-based pedagogy continues to rise it is acknowledged that the complex art form of coaching is a uniquely personal one, where the coach may draw on previous first-hand experiences and traditional coaching practices regarding training methods rather than the use of current evidence-based best practice techniques. Purpose The aim of this randomised control trial was to evaluate the impact of a coach development intervention (MASTER) on game-based coaching practices of football coaches. Methods Four clubs were recruited, and 20 coaches were randomised to two groups, MASTER intervention (n = 10) and 10 usual practice (waitlist, n = 10); NSW Australia) which included 200 junior footballers (aged 8–16years). Intervention coaches participated in an 8-week multi-component intervention (which included a coach education workshop focused on positive game-based pedagogy, mentoring, peer evaluations and an online discussion forum) underpinned by positive coaching and game-based coaching practices. Pre- and post-intervention assessments occurred at baseline and 10 weeks. The primary aim was to investigate if the MASTER intervention could increase playing form (PF) and active learning time within training sessions. Three coaching sessions per coach were filmed at baseline and follow-up and assessed using the MASTER assessment tool. Secondary aims investigation included coach confidence and competence to coach (assessed by questionnaire), player game play and decision making (videoed during structured game play using a Game Performance Assessment Instrument), a range of player well-being measures including enjoyment, self-perception, and various motivations (questionnaire) and the parent’s perception of their child’s enjoyment was assessed by the completion of a questionnaire. Intervention effects were analysed using linear mixed models. Findings Significant effects were found for the primary outcome which was the percentage of training time devoted to playing-form activities (22.63%; 95% CI 9.07–36.19; P = 0.002, d = 1.78). No significant effect was observed for ALT. Significant interventions effects were also observed for the secondary outcomes of coach perceptions of confidence and confidence; player game skills including defence, support and decision making, wellbeing, physical self-perceptions, enjoyment, learning and performance orientations and motivation; and parent’s perception of child’s enjoyment (P < 0.05). Conclusions The MASTER programme was effective in improving game-based coaching practices of football coaches during training sessions, and in facilitating improvements in multiple coach and player outcomes.

Effects of applying a multivariate training program on physical fitness and tactical performance in a team sport taught during physical education classes.

A multivariate training program could be a pedagogical choice to improve physical and tactical performance in a team sport taught during physical education classes at different levels of education. Thus, the aim of this study was to verify the effects of applying a multivariate training program on physical fitness and tactical performance during the teaching of a basketball didactic unit in basic and secondary education. Seventy-five students from a Portuguese school, with an average age of 15.02 ± 1.31 years, included forty-two students from basic school and thirty-three students from secondary school. The FITescola® test battery was used to assess physical fitness (i.e., sit-ups, push-ups, horizontal impulse, shuttle test, 40 m sprint, agility 4 × 10 m). The Game Performance Assessment Instrument (GPAI) was used to assess students' tactical performance for each player's game performance during a 20-minute 3 vs. 3 match. The GPAI variables were decision making index (DMI), skill execution index (SEI), support actions index (SI), and adaptability index (AI). During a basketball didactic unit teaching, the students were randomly divided into two groups, a control group that will not carry out the training program and an experimental group that will carry out a strength training program, high intensity explosive exercises and activities based on small-sided games (SSG) for 6 weeks. The two groups were evaluated in two moments: before the application of the training program and after the application of the training program regarding changes in physical fitness and tactical performance. The independent samples t-test (samples from two groups) and paired sample Test (for the same group) were applied for pre and post-assessment comparisons. All indexes present significant differences between basic and secondary students in the pre- and post-assessment tests with small effects (t = -6.54 to -4.82, Δ = -27.57 to -0.16, p<0.05-p< 0.001, d = 0.78-1.05). The results allow to conclude that in a school environment, a well-structured multivariate training program can effectively improve students' tactical skills, increasing their physical conditioning levels.

PENGARUH PERMAINAN SOCCER LIKE GAMES TERHADAP PEMAHAMAN BERMAIN SEPAK BOLA U12 BALI UNITED ACADEMY MATARAM

This Study is intended to analyze whether there is a positive and significant effect of playing soccer-like games on the understanding of playing soccer at U12 Bali United Academy Mataram. The method used in this study is an experimental method with a quantitative approach. One-group pretest-post-test design. The sample in this study was U12 Bali United Academy Mataram, consisting of 20 students. In taking research samples using saturated sample techniques. Furthermore, the data collection technique uses the game performance assessment instrument (GPAI). The results of the paired samples t-test obtained a significance value of 0.000 &lt;0.05 for the results of understanding playing football. The conclusion from this study is that there is an influence of playing soccer-like games on increasing understanding of playing soccer. The recommendation from the author is to create and develop media soccer-like games that are more specific

A comparison of the learning effects between TGfU-SE and TGfU on learning motivation, sport enjoyment, responsibility, and game performance in physical education.

Both the Sport Education (SE) model and Teaching Games for Understanding (TGfU) have been connected to the theory of situated learning, which is a game-centered curricular model. TGfU emphasizes tactical awareness, decision making, and skill execution. The SE model provides a complete season during physical education (PE) lessons. Therefore, it is worth exploring the integration of TGfU with SE (TGfU-SE) model in PE courses, and whether the hybrid TGfU-SE model can achieve better learning effects for students than the TGfU model alone. The purpose of the study was to compare the difference in learning effects between the TGfU-SE model and the TGfU model on students' learning motivation, sport enjoyment, responsibility, and game performance. This study used a quasi-experimental design to compare different learning effects between the experimental group (TGfU-SE) and the control group (TGfU). The participants lived in Taiwan, including two junior high school PE teachers and four PE classes with a total of 90 students (TGfU-SE group, n = 46; TGfU group, n = 44). Each teacher taught two PE classes, one with an experimental group and one with a control group. This study used four research instruments, including the Responsibility Scale in Physical Education (RSPE), Learning Motivation Scale in Physical Education (LMSPE), Sport Enjoyment Scale in Physical Education (SESPE), and Game Performance assessment instrument (GPAI). Analysis of covariance (ANCOVA) and the independent t-test were used to analyze the data. The results of this study showed that the TGfU-SE model had more positive learning effects on students' learning motivation, sport enjoyment, responsibility, and game performance than the TGfU model. we concluded that the TGfU-SE model had a more positive influence on students' learning performance than the TGfU model. It is suggested that the hybrid TGfU-SE model could be implemented effectively in the PE curriculum.

ANALYSIS OF THE LEVEL OF AEROBIC ENDURANCE (VO2MAX) ON THE PERFORMANCE OF BANDUNG CITY HOCKEY ATHLETES

Aerobic endurance level (VO2max) is an important part of a hockey athlete's performance. It is very important to reduce fatigue and fatigue when playing, while it can be an advantage in game tactics. Therefore, the purpose of this researcher is to prove that there is a relationship between the level of aerobic endurance (VO2max) and the performance of hockey athletes. This research method uses descriptive quantitative with correlation technique research design. The sample used was 24 Bandung City hockey athletes including 12 male athletes and 12 female athletes and, sampling using total sampling techniques. The instruments used are the Multistage Fitness Test and GPAI (Game Performance Assessment Instrument) for the performance level of hockey athletes. The results of the study analyzed using the Spearman's Rho test on SPSS stated that the data from the average value of the aerobic endurance level (VO2max) of room hockey was 50.00 with a standard deviation value of 10.01 and the lowest score was 37.52, the highest score was 65.82 and the total score was 1200. Meanwhile, the average value of athlete performance is 0.77 with a standard deviation value of 0.074 and the lowest score of 0.67, the highest score of 0.94 and a total score of 18.40. The correlation coefficient of the two variables is unidirectional which is positive 0.567 in the interpretation of moderate correlation. So the results of this study there is a relationship between the level of aerobic endurance (VO2max) on the performance of hockey athletes.

Could the Hybridization of the SE/TGfU Pedagogical Models Be an Alternative for Learning Sports and Promoting Health? School Context Study.

The present study aims to analyze the influence of the Sport Education (SE)/Teaching for understanding (TGfU) hybrid unit on enjoyment, perceived competence, intention to be physically active, skill execution, decision making, performance and game involvement. A short-term (12-lesson) pre-test/post-test quasi-experimental design was conducted in two groups: control (technical approach: 70 students; age = 14.43 ± 0.693; n = 32 female) and experimental (hybrid unit SE-TGfU: 67 students; age = 13.91 ± 0.900; n = 30 female). The coding instrument was based on the Game performance Assessment Instrument. The Enjoyment and Perceived Competence Scale and the Measure of Intentionality to be Physically Active questionnaire were also used. The results of pairwise comparisons between the groups showed higher post-test scores for most dependent variables for boys and girls using the hybrid SE/TGfU unit. Lower post-test scores were found in pairwise comparisons for several dependent variables in both boys and girls. The present study showed that the application of hybrid models SE/TGfU could increase and help facilitate students' game involvement and game performance, enjoyment, perceived competence and intention to be physically active, in both boys and girls. In future studies, it would be necessary to analyze psychological variables in the educational context for a deeper assessment.

Development of Physical Education Learning Outcomes Assessment Instruments for Volleyball Materials Based on Game Performance Assessment Instrument

Study purpose. The basic assumption of this development is that there is no Game Performance Assessment Instrument (GPAI) based on physical education (PE) learning outcome assessment, so researchers are trying to develop the instrument. The teacher has not used the GPAI instrument in assessing the PE learning outcomes for volleyball material. The purpose of the study was to develop a valid and reliable assessment of PE learning outcomes for volleyball based on GPAI. Materials and methods. This type of research is research and development. The subjects used were PE learning expert lecturers and volleyball expert lecturers with a minimum qualification of 5 Doctoral degrees. The field test was conducted on 18 junior high school students. The instrument uses a questionnaire with a score of 1-4 with the terms “Very Appropriate (score 4)”, “Agreed (score 3)”, “Not Appropriate (score 2)”, and “Very Not Appropriate (score 1)”. The validity data analysis technique uses Aiken validity, and reliability tests are carried out using Intraclass Correlation Coefficients. Results. Based on the results of the research and the results of the data analysis that has been carried out, it is concluded that the instrument for assessing the learning outcomes of PE on volleyball material in Junior High School based on GPAI that was developed is valid and reliable, with V Aiken ≥ 0.87. Furthermore, the reliability of the PE learning outcomes assessment instrument for volleyball material in GPAI-based junior high schools was 0.797 in the "High" category. Conclusions. The researcher hopes that the resulting product in the form of an assessment of PE learning outcomes for volleyball material in junior high schools based on the GPAI can be a guide or reference for evaluating students on volleyball material.

Hybrid sports education and step game approach: Improving volleyball skills

Mastering the technique of playing volleyball is important for every player. This will come in handy in gaming. Mastering it will make it easier to play and win. This study aims to determine whether step play and a hybrid approach to sport instruction will improve the skills of volleyball players. An experimental research methodology using a one-shot case study design was applied. This study was attended by 36 elementary school students using total sampling technique. They were instructed to participate in a joint sports education program between the Sport Education Model (SEM) and the Step Game Approach (SGA) for 14 meetings spread over two months, twice a week. The instruments used in this study were the Sport Orientation Questionnaire (SOQ) and the Game Performance Assessment Instrument (GPAI) were used to collect data. The results show good game performance, with yields exceeding 80% and a high proportion of each SOQ indicator, with an average of &gt;80%. This shows that the combined learning model between SEM and SGA makes a positive contribution to students' volleyball playing techniques and skills. Through this combined learning it is hoped that students can learn techniques as well as their playing skills in real situations.

Evaluation of Play Skills of Primary School Students Playing Traditional Children's Games

This study was conducted to evaluate the physical activity levels and game performances of primary school students participating in traditional children's games. A survey model, one of the quantitative research methods, was used in the research. The sample of the research consisted of 16 students who participated in the final matches of traditional children's games in the 2021-2022 academic year and were determined according to the game region. In the research, data were collected by using the “System for Observing Fitness Instruction Time (SOFIT)” and “Game Performance Assessment Instrument (GPAI)” through the behavioral observation method. Descriptive statistics, Mann Whitney U test, and correlation analysis were used in the analysis of the data. According to the research findings, while the students showed the most standing behavior, the level of moderate-vigorous physical activity (MVPA) was at the desired level. It has been determined that the GPAI components are at a medium level in the case of skill application, while the other components are at a good level in decision-making, support, game participation, and performance. No significant difference was found in MVPA and game performance by gender. While a positive significant relationship was found between MVPA and the GPAI component of game performance, no significant relationship was found between MVPA and other GPAI components. As a result of the research; it was concluded that primary school students playing traditional games had good MVPA levels and sufficient game skills. Based on the results of the research, it can be suggested to use traditional games in physical education lessons and to create lesson content for the development of tactical awareness of students.

PANDUAN MELATIH BERPIKIR KRITIS DALAM MATA PELAJARAN PENDIDIKAN JASMANI, KESEHATAN DAN REKREASI (PJOK)SISWA SEKOLAH MENENGAH PERTAMA (SMP) DI KOTA PONTIANAK

The purpose of this study was to train students' critical thinking skills in the Junior High School Physical Education subject in Pontianak City. The product research and development model that forms the basis of this research is the Dick Carey instructional design model. The population in this study is students in the Physical Education and Health Subject at Junior High School in Pontianak City. The researcher's sampling technique to be used is total sampling. The data collection technique used is observation technique. The technique used to analyze the data in this study is descriptive qualitative. Based on the results of the first trial data recapitulation, the key score on the guidelines for the Game Performance Assessment Instrument (GPAI) Test/Basketball Game Performance obtained at this early stage obtained an average of 86 actions for each indicator, which means that effective performances often appear. This category means that students' critical thinking skills are quite good in terms of students' decisions in basketball playing material. In order to optimize students' critical thinking skills, interaction between educators and students is needed to reflect the behavior (effect) of teaching and learning under certain conditions. in the trial phase 2, the average action of each indicator has changed, based on the key score table, which means that effective performance always appears. This category means that students' critical thinking skills are optimal in terms of student support in basketball playing material. Based on the product developed through expert testing and field testing, the Guide to training critical thinking in the Physical Education subject for Junior High School Students (SMP) in Pontianak City is suitable for Physical Education learning.

Flexible Training Planning Coupled with Flexible Assessment: A 12-Week Randomized Feasibility Study in a Youth Female Volleyball Team.

According to the Quality Education and Gender Equality ambitions established at the 2030 Agenda for Sustainable Development Goals, we aimed to test the feasibility of a flexible planning and assessment process, using ongoing, bidirectional feedback between planning and assessment. Eighteen players (11.5 ± 0.5 years of age) from a U13 female volleyball team were randomized into an experimental group (in which the plan could be changed daily) or a contrast group (pre-defined planning, adjusted monthly). The pedagogical intervention lasted three months. Besides ongoing daily assessments from the training practices, the Game Performance Assessment Instrument was adopted as a starting point for the weekly assessments in 4 vs. 4 game-forms (i.e., the instrument was modified monthly based on feedback from the training process). Information from daily and weekly formal assessment was used in the planning of the experimental group, and monthly in the contrast group. Data suggested that pre-established and strict planning (even updated monthly) failed to fit current learner needs. Over 12 weeks, the pre-established planning suffered regular modifications in the experimental group, and the assessment tool changed monthly. In conclusion, both planning and assessment should be open and flexible to exchange information mutually, and support the design of tailor-made learning environments.

Field Games To Stimulate Elementary School Students' Problem Solving Ability

The purpose of this study was to determine the problem-solving ability of elementary school students. The method used is Pre Experimental Designs with a Group Pretest Posttest. Samples of 12 elementary school children were divided into two teams. Teams A and B consist of six students each. The instrument used in this research is the Game Performance Assessment Instrument (GPAI). The data analysis technique used was the T-test. The results obtained from the pretest of team A had an average GPA score of 5.4, while team B had an average GPAI score of 4.64. The results obtained from the posttest from team A showed an average GPAI score of 6.94, while team B had an average GPAI score of 6.6. It turns out that there is an increase in children's problem-solving abilities. Based on the test, the data is declared normal and homogeneous—the T-test sig result of 0.018 &lt;0.05, stating differences in students' problem-solving abilities. So the field game effectively stimulated elementary school students' problem-solving abilities.

An Examination of the Effectiveness of Physical Education Teaching Strategies to Enhance Physical Competence in the Lower Grades of Elementary School : Relationship Between Physical Competence and Tactical Decision-making Ability

In this study, we aimed to examine physical competence in the lower grades of elementary school by applying three teaching strategies: ingenuity of teaching materials, relationship with rich friends, and the teacher’s approach to enhance physical competence. Physical competence was composed of three factors: “perceived physical competence,” “feelings of control,” and “peer and teacher acceptance.” In addition, we examined the relationship between physical competence and tactical decision-making ability. We hypothesized that improving tactical decision-making ability would enhance students’ “perceived physical competence” and “feelings of control.”Eighty-two first-grade students participated in this study. The students were divided into three groups and were required to play tag games. To evaluate the physical competence of students, we utilized the Okazawa, Kita and Suwa’s physical competence scale developed in 1996. We then divided the participants into upper and lower groups according to their “physical competence” or factor score. To analyze students’ decision-making ability, we made them play the same games for one hour before and after the unit. We video recorded the games and used the Game Performance Assessment Instrument (GPAI) for data analysis. We reported three main findings. First, when teaching strategies were applied to enhance physical competence, the upper group maintained a high value both before and after the unit, while the lower group improved after the unit. Second, decision-making ability regarding game performance improved in both the upper and lower groups. Third, improving decision making ability is necessary to enhance “physical competence” in the upper group. Finally, there was a negative relationship between “ball-keeping” (or waiting until the game situation changes) and “perceived physical competence” in the upper group, and between “ball-keeping” and “feelings of control” in both the upper and lower groups.Our study demonstrated that students’ physical competence improved when teaching strategies were applied to enhance physical competence. Additionally, we showed that improving students’ decision-making ability is critical to increasing their “physical competence” in the upper group.

Analysis of Game Actions and Performance in Young Soccer Players: A Study Using Sequential Analysis

The objective of this research is to analyze the performance of actions in a reduced game situation in a sample of young soccer players. This is a game format in which possession of the ball has to be maintained. The sample consisted of 85 young players aged between 12 and 16 years, observing a total of 58 reduced games and using an analysis instrument called the Game Performance Assessment Instrument (GPAI). The essential data quality analyses are carried out, including the use of correlation indexes, Cohen’s Kappa and the Phi index for intra- and inter-observer reliability. Generalizability and invariance analyses are also performed to estimate the reliability, validity and precision of the numerical structure and its generalizability to other samples or populations with similar distributions. An observational design of nomothetic, punctual and multidimensional types is used, and subsequently, a sequential analysis of the game actions is carried out from the observations. The results show significant relationships between decision-making behaviors (adequate and inadequate) and technical execution behaviors (adequate and inadequate). The findings have highlighted a clear relationship of interdependence between technical execution and decision making. This information is very useful for the design and planning of training oriented to the optimization of sport performance in soccer.

Incorporating a Motion Analysis App in Middle School Badminton Unit

Purpose: Mobile applications (apps) may help students develop their motor skills by using instant, augmented feedback. This study incorporated an app technology that may support students’ skill and game play development during a badminton unit. Methods: Two eighth-grade classes participated in the study (the teacher only used the app in Class A; students used the app in Class B). The Poole forehand overhead clear shot skill test, game performance assessment instrument, and opportunity to respond observation tool were used to measure students’ skill and game improvement in the study. Students in both intervention classes improved in the clear shot skill, game performance assessment instrument scores, and opportunity to respond rates throughout the badminton unit. Further research on the use of such app technologies should focus on how the apps can be innovative to foster student learning in game play within a variety of contexts in physical education settings.

Inhibition and Calendar Age Explain Variance in Game Performance of Youth Soccer Athletes.

The assessment of core executive functions (EFs; i.e., inhibition, working memory, cognitive flexibility) has often been presented as a diagnostic tool for evaluating cognitive functions in recent publications. For example, EFs are essential in soccer because players must quickly adapt, change strategies, and inhibit responses in rapidly changing game situations. Previous research has shown relations between (subjectively rated) game performance and the EFs of soccer players. Nevertheless, the previous studies’ samples were heterogeneous in their performance level (experts vs. amateurs), and the ratings were rather unsystematic (no validated rating protocol). Therefore, the current study aimed to predict soccer players’ game performance (i.e., systematically rated by coaches) with the help of EF performance. Therefore, we assessed the game performance (small-sided game, Game Performance Assessment Instrument [GPAI]) and EFs (inhibition: flanker task; working memory: 3-back task; cognitive flexibility: number-letter task) of 94 male soccer players (12–19 years old) from Germany’s highest competitive level. Multiple regression model results indicate that inhibition (i.e., flanker effect) and calendar age explain ~18% of players’ game performance variance. Results have to be interpreted with regard to the age-dependency of game performance and EFs. In conclusion, even though the results are based on a cross-sectional study, it appears that calendar age needs to be considered when assessing EFs.