Competition in Physical Education: Avoid, Ask, Adapt or Accept?

Aggerholm, Kenneth; Standal, Øyvind Førland; Hordvik, Mats Melvold

doi:10.1080/00336297.2017.1415151

Cited by 28 publications

(18 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…57,58 It is important to understand the reasons young people have for participating and not participating within these environments. The need to promote equitable sporting opportunities for children has been highlighted previously 59,60 and within the findings of this paper. It is important to note, that while winning defines the essence of sportsmanship at any level of amateur or professional play, winning is not all-important.…”

Section: Discussionmentioning

confidence: 64%

Play more, enjoy more, keep playing; rugby is a simple game

Jones

Hope

Hammond

et al. 2021

International Journal of Sports Science & Coaching

View full text Add to dashboard Cite

Drop out and attrition rates in youth sport are well-documented in the literature. Research has found that children overwhelmingly state that enjoyment, fun, and positive experiences are the primary reasons to participate in sport. Competitive Engineering (CE) is a structurally-based competitive climate process designed to create a more positive experience in youth sport. CE encompasses changes to league structures, equipment, pitch-size, and game rules. For example, rule changes that stipulate greater involvement (e.g., playing time) or action (e.g., increasing scoring opportunities) are designed to improve engagement. Despite this, few studies have examined whether CE-based rule changes influence factors known to influence drop out from sport. The aim of this study was to assess the impact of a rule change in youth rugby whereby any player selected as part of a match day squad must play at least half a game or equivalent (i.e., the ‘Half-Game Rule’). To achieve this, we studied the influence of the rule change on player reported outcomes throughout the 2017/2018 playing season. Players who “always or almost always” experienced playing at least half a game more often than other players; reported higher enjoyment, than those who played less regularly ( F = 35.6, P < .001). Importantly, players who reported higher levels of enjoyment also reported greater intentions to continue playing rugby ( F = 6.4, P < .002). Findings support the use of CE to facilitate player enjoyment in team sports and could lead to reduced attrition in youth sport more generally.

show abstract

Section: Discussionmentioning

confidence: 64%

Play more, enjoy more, keep playing; rugby is a simple game

Jones

Hope

Hammond

et al. 2021

International Journal of Sports Science & Coaching

View full text Add to dashboard Cite

show abstract

“…De las experiencias del alumnado se desprende cómo en la EF persiste el discurso competitivo deportivo el cual sustenta una clasificación jerárquica entre las habilidades del alumnado (Aggerholm et al, 2018). Sin embargo, este modelo supone una barrera para celebrar las diferencias con las que, indudablemente, llega el alumnado a nuestras escuelas y, por lo tanto, resulta inapropiado para fomentar un ambiente de aprendizaje inclusivo en EF (Standal, 2015).…”

Section: El Alumnado Hábil En Efunclassified

“…La primera, que la mayoría de las estrategias se centraban en la modificación de las reglas y el cambio de actividades. En relación a la modificación de las reglas, las adaptaciones planteadas provienen de un enfoque hacia la competición que asume que adaptar las actividades favorece que el ambiente competitivo resulte igualitario y participativo para todo el alumnado (Aggerholm et al, 2018). Sin embargo, si estas modificaciones se realizan en las modalidades deportivas «de siempre», el contexto seguirá siendo desigual entre el alumnado con diferente bagaje motriz.…”

Section: Estrategias Para (Re)configurar Las Experiencias Del Alumnadounclassified

Comprensión de la habilidad desde la perspectiva del futuro profesorado de Educación Física (Future Physical Education teachers’ perspective on the understanding of abilities)

Nabaskues-Lasheras

Arruabarrena

García

et al. 2019

Retos

Self Cite

View full text Add to dashboard Cite

El objetivo de esta investigación fue explorar y comprender la percepción del alumnado del Grado en Ciencias de la Actividad Física y del Deporte (CAFD) sobre el concepto de habilidad en Educación Física (EF). Para tal fin, se realizaron 7 grupos focales con 14 estudiantes de diferentes cursos del Grado en CAFD. Los resultados revelaron que los y las futuras docentes muestran nociones de habilidad que podrían resultar problemáticas a la hora de fomentar ambientes de aprendizaje inclusivos en EF. Además, a pesar de manifestar actitudes positivas hacia la inclusión, la terminología empleada al respecto resultó limitante. En esta línea, el alumnado confesó no sentirse preparado para educar al alumnado con diversas habilidades y denunció la escasa formación recibida al respecto a lo largo del Grado. Se concluye que es necesario que el alumnado goce de un espacio para la reflexión crítica en la formación inicial con el fin de desafiar las nociones arraigadas, reconceptualizar la EF y desarrollar competencias profesionales que posibiliten la construcción de entornos de aprendizaje que faciliten el acceso al reconocimiento de un mayor número de alumnado. Abstract: The aim of this study was to explore the understanding of Physical Education (PE) abilities in students from the Bachelor’s Degree in Physical Activity and Sport Sciences (PASS). For this purpose, 7 focus groups were carried out with 14 students from different courses of the Bachelor’s Degree in PASS. Results revealed that future teachers’ notions of ability could be problematic when promoting inclusive learning environments in PE. In addition, despite demonstrating positive attitudes towards inclusion, the terminology used in this regard was considered restrictive. In this line, students revealed not to feel prepared to educate pupils with diverse abilities and addressed the scarce formation received throughout the Bachelor’s Program. In conclusion, it is necessary to provide students with a space for critical reflection during their initial training, so to challenge deeply rooted notions, to reconceptualize PE, and to develop professional competencies enabling the construction of learning environments that facilitate access to recognition of a greater number of students.

show abstract

“…More recently, Bailey and Morley [9] studied the relation between natural talent and Physical Education (PE), highlighting that the implementation of programs in schools need to be built on a foundation of quality in general PE. As such, it seems to be clear that PE must be considered as an adequate starting point for identifying gifted children in sports [10,11,12], in the same way that these identification processes are conducted in other school subjects [13].…”

Section: Introductionmentioning

confidence: 99%

Observation Criteria for Physical Education Teachers to Identify Gifted Children through Invasion Games

Prieto-Ayuso

Vicedo

González-Víllora

et al. 2019

IJERPH

View full text Add to dashboard Cite

Whilst in other curriculum subjects, it exists observation criteria to detect gifted pupils, there is a paucity of information in Physical Education. For that reason, we aimed to reveal the observation criteria for identifying gifted pupils in Physical Education in an invasion game. Physical Education (PE) talent was evaluated combining results of questionnaire to experts, parents, and students. A validated nomination scale (NSIFT) and the Game Performance Evaluation Tool (GPET) were used. The research approach used in this study was transversal, descriptive, and inferential. The talent pool was composed of 18 gifted pupils aged 8–14 (Mage = 11.67, SD = 1.53). The results showed that the most discriminating criteria to identify PE talent were found to be precocity in both execution and decision-making in the acquisition of tactical principles and tactical-technical skills. Getting free was the skill that they best mastered. In conclusion, the importance of tactical principles and decision-making as observation criteria is emphasized. Future studies should focus on developing mentoring programs in Physical Education.

show abstract

Competition in Physical Education: Avoid, Ask, Adapt or Accept?

Cited by 28 publications

References 44 publications

Play more, enjoy more, keep playing; rugby is a simple game

Play more, enjoy more, keep playing; rugby is a simple game

Comprensión de la habilidad desde la perspectiva del futuro profesorado de Educación Física (Future Physical Education teachers’ perspective on the understanding of abilities)

Observation Criteria for Physical Education Teachers to Identify Gifted Children through Invasion Games

Contact Info

Product

Resources

About