Game Performance Assessment Research Articles

Reasoning and Action: Implementation of a Decision-Making Program in Sport.

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

Manipulación de los condicionantes de la tarea en Educación Física: Una propuesta desde la pedagogía no lineal (Manipulation constraints of the task in Physical Education: A proposal from nonlinear pedagogy)

El objetivo del estudio fue analizar el efecto de manipulación de diferentes condicionantes de la tarea sobre la toma de decisiones y la eficacia de la acción de ataque en voleibol. Se planteó un diseño pre-experimental en el que participaron 22 alumnos de Educación Física con una edad comprendida entre los 12 y 13 años. La variable independiente fue un programa de intervención aplicado durante las 9 sesiones de una Unidad Didáctica, la cual fue diseñada en base a los principios metodológicos de la pedagogía no lineal, centrándose fundamentalmente en manipular condicionantes de la tarea, tales como, espacio de juego, altura de la red y número de participantes. Las variables dependientes fueron la toma de decisiones y la eficacia en la acción de ataque. Ambas variables fueron evaluadas a partir de la observación sistemática, utilizando el “Game Performance Assesment Instrument” (GPAI) (Oslin, Mitchell, & Griffin, 1998) para la toma de decisiones y el “Team Sports Assesment Procedure” (TSAP) (Gréhaigne et al., 1997) para la eficacia de la acción de ataque. Los resultados del estudio determinaron que todos los participantes manifestaron una mejora significativa, tanto en la toma de decisiones como en la eficacia entre la medida pre-test y pos-test. Respecto a estos resultados, el profesor de Educación Física, con el propósito de hacer progresar a los alumnos en su competencia táctica, debe diseñar tareas motrices que sean representativas del juego real y cuya complejidad táctica sea adaptada al nivel de aprendizaje de los discentes.Abstract. The aim of the study was to analyze the effect of manipulating different task constraints, such as play space, net height and number of participants on decision-making and efficacy in the attack action in volleyball. A pre-experimental design, in which 22 students aged between 12 and 13 years participated, was implemented. The independent variable was an intervention program applied during the 9 sessions of a teaching unit, which was designed based on the methodological principles of nonlinear pedagogy, focusing primarily on manipulating the different task constraints referred to above. The dependent variables were the decision-making and the efficacy in the attack action. Both variables were evaluated through the systematic observation of the game action, using the Game Performance Assessment Instrument (GPAI; Oslin, Mitchell, & Griffin, 1998) for decision-making and the Team Sports Assessment Procedure (TSAP; Gréhaigne et al., 1997) for the efficacy of the attack action. The results of the study showed that all participants improved both decision making and efficacy between the pre-test and post-test measures. Regarding these results, Physical Education teachers, with the purpose of advancing students in the tactical competence, should design tasks representative of the game and with a tactical complexity adapted to the learning level of the students.

Students’ game performance improvements during a hybrid sport education–step-game-approach volleyball unit

The purpose of this study was to examine a hybrid combination of sport education and the step-game-approach (SGA) on students’ gameplay performance in volleyball, taking into account their sex and skill-level. Seventeen seventh-grade students (seven girls, 10 boys, average age 11.8) participated in a 25-lesson volleyball season, in which the structural features followed those of sport education and the specific content followed the didactical framework of the SGA. Data were collected prior to the first lesson (pre-test), following the completion of the unit (post-test) and seven days after the post-test (retention). The game performance assessment instrument was used in a systematic observation of video records of students’ behaviours while playing a 10-minute 2vs2 game. A 2 (sex) × 3 (time) and a 2 (skill-level) × 3 (time) analysis of variance (ANOVA) with repeated measures across the three tests was used to compare the students’ performances on all indexes. Results showed that both boys and girls made improvements from the pre-test to the post-test and maintained those improvements to the retention test in almost all the indexes analysed. Further, the results also showed that lower skill-level students realized greater gains than those of higher skill during the unit, which reinforces the idea that future implementations of this hybrid approach should adjust content and learning task to different skill-levels.

Efficiency Of Different Teaching Models In Teaching Of Frisbee Ultimate

Abstract The aim of the study was to verify the efficiency of two frisbee ultimate teaching models at 8-year grammar schools relative to age. In the experimental group was used a game based model (Teaching Games for Understanding) and in the control group the traditional model based on teaching techniques. 6 groups of female students took part in experiment: experimental group 1 (n=10, age=11.6), experimental group 2 (n=12, age=13.8), experimental group 3 (n=14, age =15.8), control group 1 (n=11, age =11.7), control group 2 (n=10, age =13.8) and control group 3 (n=9, age =15.8). Efficiency of the teaching models was evaluated based of game performance and special knowledge results. Game performance was evaluated by the method of game performance assessment based on GPAI (Game Performance Assessment Instrument) through video record. To verify level of knowledge, we used a knowledge test, which consisted of questions related to the rules and tactics knowledge of frisbee ultimate. To perform statistical evaluation Mann-Whitney U-test was used. Game performance assessment and knowledge level indicated higher efficiency of TGfU in general, but mostly statistically insignificant. Experimental groups 1 and 2 were significantly better in the indicator that evaluates tactical aspect of game performance - decision making (p<0.05). Experimental group 3 was better in the indicator that evaluates skill execution - disc catching. The results showed that the students of the classes taught by game based model reached partially better game performance in general. Experimental groups achieved from 79.17 % to 80 % of correct answers relating to the rules and from 75 % to 87.5 % of correct answers relating to the tactical knowledge in the knowledge test. Control groups achieved from 57.69 % to 72.22 % of correct answers relating to the rules and from 51.92 % to 72.22 % of correct answers relating to the tactical knowledge in the knowledge test.

Validación de instrumentos para la medición del conocimiento declarativo y procedimental y la toma de decisiones en el fútbol escolar (Validation tools for measuring procedural and declarative knowledge and assessing decisions in school european football)

Los deportes de invasión son las modalidades de mayor reputación entre el alumnado y profesorado de Educación Física. El presente trabajo tiene por objeto el diseño y validación de dos instrumentos para la evaluación de las situaciones de dos contra uno en un deporte de invasión como el fútbol en contexto escolar. A la tradicional valoración del ámbito motriz se advirtió la dimensión cognitiva del alumno y se diseñó una herramienta para la implicación del alumnado en su proceso de evaluación. Para la valoración del conocimiento declarativo y procedimental se diseño y validó un cuestionario de 20 preguntas a través del método Delphi. El segundo instrumento fue una herramienta de evaluación recíproca basada en una adaptación del instrumento validado, Game Performance Instrument (GPAI), de Oslin et al. (1998) por los autores para valorar la toma de decisiones del alumnado en la situación dos contra uno.Palabras clave: fútbol; dos contra uno; coevaluación; conocimiento declarativo y procedimental; GPAI; escuela.Abstract: Invasion games are most powerfully with students and teachers of Physical Education. This work aims to design and validation of instruments for assessing the situations of two companions against an opponent in a sport like football invasion in the school context. The traditional assessment of the motor area were warned the cognitive dimension of students and designed a tool for student involvement in assessment process. For the assessment of declarative and procedural knowledge was designed and validated a questionnaire of 20 questions through Delphi. The mutual evaluation tool has been validated instrument based on the Game Performance Assessment Instrument (GPAI) by Oslin et al. (1998) to assess the students’ decision-making in the two against one situation.Key words: football (soccer); two to one; co-evaluation; procedural and declarative knowledge; GPAI; school.

Using instruments for tactical assessment in physical education and extra-curricular sports

The aim was to analyse the features concerning the applicational purpose and strategy of the most common instruments used to assess game tactics both in Physical Education (PE) and in extra-curricular sport contexts. The review focused on two instruments: the Game Performance Assessment Instrument (GPAI) and the Team Sport Assessment Procedure (TSAP). The results showed that the two instruments were both mainly applied at the final stage of Junior School and the initial stage of Secondary School. The GPAI was used chiefly in PE (90.91%), through hetero-assessment (90.91%), observation of videos (90.91%), and at the beginning and the end of the teaching and learning process (54.54%). The TSAP was more likely than the GPAI to be used in youth sports (40%), through peer-assessment (60%), live (real time) assessment (60%), and at the end of the teaching–learning process (80%). Despite the possibilities provided by their excellent design, the present review shows that neither instrument has been used very frequently, according to the analysed variables.

English

This study is related to one of the teaching models, peer teaching which is used in physical education courses. The fundamental feature of peer teaching is defined “to structure a learning environment in which some students assume and carry out many of the key operations of instruction to assist other students in the learning process”. The aim of this study was to examine the effects of peer teaching on the university students' achievements in cognitive, affective, psychomotor domains and game performances in volleyball courses. The quasi-experimental design was used in this study. The study involved seventy second and third grade students at Abant Izzet Baysal University (AIBU), the School of physical education and sport. The sample consisted of 46 males (% 65.7) and 24 females (%34.3) from the department of teaching physical education and department of coaching education. The data was collected by means of the volleyball achievement test, volleyball skills observation forms, attitudes towards volleyball course scale and game performance assessment instrument. The 3x2 (Treatment condition: experimental I, experimental II and control x Time: Pre/Post test) repeated measure analysis of variance and one way analysis of variance were used to analyze the data. Findings indicated that there was a significant time X group interactions for cognitive domain. The same age peer teaching group improved their cognitive scores over a time more than CWPT-PE group. On the other hand, there were no significant time X group interaction effects in psychomotor, affective domains and game performances. According to the results of the study, it can be concluded that using different instructional models in volleyball classes improved students’ achievement in cognitive, psychomotor domains and game performance but not affective domain. The present findings mean that at the university level, both teacher centered and students centered teaching have similar effectiveness in domains of learning in volleyball course. Key words: Peer teaching, cognitive domain, affective domain, psychomotor domain, game performance, volleyball.

Game Performance Versus Competitive Performance in the World Championship of Handball 2011

This article assesses the game performance of the teams participating in the Men’s World Championship of Handball of 2011 by using Data Envelopment Analysis (DEA) and the cross-efficiency evaluation. DEA uses Linear Programming to yield a measure of the overall performance of the game of particular teams, and allows us to identify relative strengths and weaknesses by means of benchmarking analysis. The cross-efficiency evaluation provides a peer-appraisal of the teams with different patterns of game, and makes it possible to rank them. Comparisons between this ranking and the final classification in the championship provide an insight into the game performance of the teams versus their competitive performance. We highlight the fact that France, which is the world champion, is also identified as an “all-round” performer in our game performance assessment.

Review of the Instruments Most Frequently Employed to Assess Tactics in Physical Education and Youth Sports

Investigators’ increased interest in teaching game tactics requires generalizable assessment instruments that are appropriate to whatever is needed by the tactic. This literature review aims to provide information about the instruments most frequently used to assess tactics in youth sports. We found that very few studies used instruments that fulfilled the criteria required by this review. The most frequently used tool was The Game Performance Assessment Instrument, followed by the Team Sport Assessment Procedure. Some other instruments, labeled Nonhabitual instruments, were only used sporadically. The instruments were mainly used in invasion and net/wall games. Each instrument defined a set of components and indexes to quantify the assessment, but only the Game Performance Assessment Instrument allows the assessment of the attack and the defense both of the player who possesses the ball and the player who does not. Suggestions were proposed for instruments to be used for assessing tactics.

Teaching games for understanding in American high-school soccer: a quantitative data analysis using the game performance assessment instrument

Background: Previous research examining the effectiveness of the Teaching Games for Understanding (TGfU) approach has been equivocal. This has been hampered by a dependence on a comparative (i.e., ‘which method is best?’) theoretical framework. An alternative ‘practice-referenced’ framework has the potential to examine the effectiveness of TGfU against anticipated learning outcomes. Furthermore, there has been limited research examining the effects of using the TGfU approach on game play performance in coaching settings. Aims: This study had three purposes/aims: (a) to assess the practice-referenced approach, and consider if this is a viable framework for evaluating the effects of teaching and learning (i.e. performance) with TGfU; (b) to test the robustness of the defensive off-the-ball elements of game performance using the Game Performance Assessment Instrument (GPAI) in a coaching context, with small units of players; (c) to assess how ‘alignment of practice’ contributed to the development of overall game performance and involvement of high-school soccer players. Methods: One varsity (n = 18) and one first-year (n = 16) team of soccer players from a single American high-school boys' soccer programme received eight TGfU coaching sessions (45–60 mins in length). Sessions focused on defensive aspects of off-the-ball game performance (i.e. adjust and cover skills) were delivered by their respective coach, who had been trained to employ the TGfU approach. Changes in game performance were assessed in a modified three vs. three soccer game during baseline (n = 4) and intervention (n = 3) phases of the study. Data were collected on four individual measures (decision making, skill execution, adjust and cover) and two overall measures of game performance (game performance and game involvement) from the GPAI. Changes in game performance measures between baseline and intervention phases of the study were examined using a series of 11 paired-sample t-tests; effect size changes were also calculated. Results: Results revealed significant changes between baseline and intervention phases in appropriate adjusts for both teams and inappropriate covers and overall appropriate game performance for the first-year team. No significant changes between baseline to intervention phases of the study in inappropriate game performance constructs were noted. Conclusions: This study has shown evidence that the practice-referenced approach is an appropriate theoretical framework for evaluating the effects of a TGfU intervention with high-school soccer players, centred on defensive aspects of off-the-ball game performance. Game-situated teaching and learning (i.e. aligned practice) led to faster responses and quicker reactions within the game environment off-the-ball (i.e. to movements of the ball and/or team-mates). Thus, there was an improvement in the numbers of appropriate game responses by both varsity and first-year teams. Finally, the GPAI was found to be sensitive and robust in measuring the changes in defensive off-the-ball game performance made by the two teams of high-school soccer players over the two phases the study.

The Game Performance Assessment Instrument (GPAI): Some Concerns and Solutions for Further Development

The purpose of this article is to discuss some concerns with the Game Performance Assessment Instrument (GPAI). This review of the GPAI includes five perceived problems with the GPAI scoring and coding system: (1) calculation of individual and overall game performance indices, (2) use of game involvement versus game performance index to analyze game performance, (3) observer reliability, (4) nonlinearity, and (5) usefulness of action. In this article, we suggest a reexamination of the GPAI scoring and coding system that will lead to more efficient use of this game performance instrument. Some of the suggested modifications can be implemented quickly, whereas others need further research.

小学校6年生のバスケットボール授業における3対2アウトナンバーゲームと3対3イーブンナンバーゲームの比較

The purpose of this study was to verify the effectiveness of modified basketball games based on on-the-ball decision-making and off-the-ball movement. Two types of numerically modified basketball games, “3 on 2” and “3 on 3”, were played by two 6th grade elementary PE classes. Twenty-four students participated in the 3 on 2 games, and 28 students in the 3 on 3 games. All games were videotaped, and the Game Performance Assessment Instrument (GPAI) was used for data analysis. This instrument allows counting of the frequency of on-the-ball decision-making and off-the-ball support movement, and assists in judging the performance of students in situations such as shooting, passing, ball-keeping, and supporting, as to whether or not these are appropriate. The main findings are summarized as follows:1. The number of students who experienced on-the-ball decision-making and off-the-ball support situations, and the average frequencies of these experiences, were higher in the 3 on 2 games than in the 3 on 3 games.2. In the 3 on 2 games, the numbers of students who performed appropriate passing, ball-keeping, and support were significantly higher than in the 3 on 3 games (p<001).3. The rates of appropriate shooting, passing, ball-keeping, and support were significantly higher in the 3 on 2 than in the 3 on 3 games (p<01).The 3 on 2 basketball game was shown to be very effective, allowing upper elementary grade students to learn appropriate on-the-ball decision-making and off-the-ball support movement, in comparison with the 3 on 3 game.

小学校高学年のアウトナンバーゲームを取り入れたバスケットボール授業における状況判断力の向上

The purpose of this study was to examine improvements in tactical decision-making ability achieved by participating in basketball games with numerically uneven sides (3 on 2). The research focused on in-game decision-making as an important component of the learning of the basketball tactics in physical education classes. Three elementary school basketball classes consisting of two grade 5 classes and 1 grade 6 class were examined. The 82 class participants (boys=38, girls=44) received a total of 11 hours instruction. A physical education researcher advised the elementary school teacher (1) how to teach the principles of offensive decision-making in basketball and (2) how to facilitate improvements in tactical decision-making ability within the context of numerically uneven sides. In order to analyze children's decision-making ability in the games, all game situations were filmed with digital video cameras and the Game Performance Assessment Instrument (GPAI) was used. The main findings are summarized as follows :1) In all cases of shooting, passing and ball-keeping, the rate of appropriate decision-making, according to the data obtained from later units (classes 10 and 11), showed a significant (p>.05) increase when compared with data obtained from earlier units (classes 2 and 3).2) Results indicated that the appropriate ball-keeping performances, represented as a percentage, were lower than both those of shooting and passing throughout the duration of the study.3) Appropriate decision-making, when represented as a percentage, improved with learning experience in numerically uneven sides.These results support the hypothesis that the decision-making ability of children improves with learning experience by playing basketball games with numerically uneven sides.

Girls' Soccer Performance and Motivation: Games vs Technique Approach

The purpose of this study was to investigate the effects of the Technique and Games approaches on girls' soccer performance and motivation. The Technique approach focuses on technique instruction using drills, whereas the Games approach places emphasis on tactic instruction with modified games. 37 girls, 12 to 13 years old, were taught 15 soccer lessons by the Technique approach and 35 girls by the Games approach. At the beginning and at the end of the research soccer matches were videotaped and evaluated by Oslin, Mitchell, and Griffin's Game Performance Assessment Instrument. Girls' motivation was assessed on the Intrinsic Motivation Inventory. The Games group had significantly better scores after training on tactical behaviour and intrinsic motivation than the Technique group. There were no significant differences in skill execution between groups trained under the two approaches. Considering the importance of intrinsic motivation for a lifelong, physically active lifestyle, researchers could focus study on the approaches and girls' motivation.

Efeitos de diferentes métodos de ensino na aprendizagem do futebol de salão

This work investigated the effects of different teaching methods on learning of indoor soccer. A hundred and thirteen students from public school with mean age of 12.6 years ( 1,8) participated of the study. The design comprised four groups of boys and four groups of girls (part-PT, situations-ST, tactical-TT and whole-GJ) from 12 sessions and three phases (pre-test, learning and post-test). The performances of each group were evaluated by the Game Performance Assessment Instrument, and the results were analyzed considering the involvement with the game, decision make, skill execution, support, and global performance. To compare the groups performances in each test Kruskal-Wallis ANOVAS were conducted and for intragroups comparisons the Wilcoxon test was used. The results did not show differences among groups of girls and among groups of boys in the pre and post-test. However, they showed that the girls group which practiced the whole method was the only one that evolved from pre to post-test in all variables.

An Investigation of Tactical Transfer in Net Games

The purpose of this study was to address the question of whether tactical understanding transfers across games in the net games tactical category. Subjects in the study were 21 (12 boys and 9 girls) randomly selected American ninth grade students, age 14‐15 years. Following initial video taping of badminton singles game play subjects received badminton instruction for five lessons. Instruction focused on solutions to the tactical problem of setting up to attack by the creation of space on the opponent's side of the net. After five lessons subjects were video taped again playing singles badminton. Subjects then received five lessons of instruction in pickleball investigating solutions to the same tactical problem. During the third lesson of pickleball instruction six subjects were randomly selected to answer structured written questions related to the similarities between badminton and pickleball and the degree to which learning badminton had helped with learning pickleball. Subjects were video taped again playing singles pickleball following five lessons of instruction. Decision‐making during game play was assessed by the Game Performance Assessment Instrument (Oslin et al., 1998). Repeated Measures ANOVA indicated that tactical understanding improved during badminton instruction end this improvement was sustained during pickleball. These results are discussed in terms of their implications for the sequencing of games instruction in the curriculum.

The Game Performance Assessment Instrument (GPAI): Development and Preliminary Validation

The purpose of this article is to report on the development and validation of the Game Performance Assessment Instrument (GPAI). The GPAI is a multidimensional system designed to measure game performance behaviors that demonstrate tactical understanding, as well as the player’s ability to solve tactical problems by selecting and applying appropriate skills. The GPAI provides analyses of individual game performance components (e.g., decisions made, skill execution, and support) and/or overall performance (e.g., game involvement and game performance). The individual game performance components were developed and evaluated by experts to determine validity and reliability. The GPAI protocol was field tested across three categories of games: invasion (soccer and basketball), net/wall (volleyball), and field/run/score (softball). Validity and reliability were examined through three separate studies using middle school physical education specialists and their sixth-grade classes. Findings suggest that the GPAI provides a valid and reliable method for assessing game performance.