La utilización de la transferencia para el aprendizaje de la táctica colectiva deportiva en Educación Secundaria

Oliva, Francisco Javier Castejón

doi:10.1174/021037011794390148

Cited by 6 publications

(9 citation statements)

References 33 publications

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“…Students can transfer knowledge between different sports by providing common solutions to the same tactical problem. In this sense, the SCAs are more favorable for the transfer of knowledge [16,59]. This research missed studying whether the students who participated in both intervention programmes were able to transfer the acquired knowledge to other invasion sports with the same internal logic.…”

Section: Discussionmentioning

confidence: 99%

“…MacPhail et al [11] highlight the importance of teaching technical-tactical aspects in invasion sports from the SCAs, based on integrating and total teaching, rather than TCAs, centered on teaching technical skills. Perceptive and cognitive factors take on greater importance in SCAs given their influence on decision-making and the transfer of learning [16]. Light et al [17] point out that SCAs improve the ability to game, increase students' motivation, and provide positive affective learning experiences.…”

Section: Introductionmentioning

confidence: 99%

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Experience as a Determinant of Declarative and Procedural Knowledge in School Football

García-Ceberino

Gamero

Molina

et al. 2020

IJERPH

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The study of declarative and procedural knowledge makes it possible to ascertain what cognitive processes are like during motor learning. This study aimed to compare, according to the methodology, gender and experience (football practise), and the levels of declarative and procedural knowledge after the implementation of two intervention programmes on school football including one based on the tactics learning and the other on the technique learning. A total of 41 students in the 5th year of primary education from a state school from Spain, distributed in two class groups, participated in the study. Each class group participated in a different intervention programme. The sample of subjects was equal (tactical programme (n = 20) and technical programme (n = 21)). A panel of 13 experts validated both programmes. Levels of knowledge were measured using the Tactical Knowledge Assessment test in football. A descriptive analysis was performed to characterise the sample. Moreover, a t-test for independent samples, a t-test for related samples, and a 2 × 2 ANOVA (analysis of variance) were performed to compare the levels of knowledge between the pre-test and the post-test, according to the methodology, gender, and experience of the students. Results indicate that both intervention programmes induced higher levels of declarative and procedural knowledge in the post-test. Similarly, there were no significant differences with regard to the applied methodology. This fact is due to the heterogeneous character of the class groups with gender and experience showing effects on the levels of knowledge. The boys possessed greater experience and a higher level of knowledge compared to the girls.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Experience as a Determinant of Declarative and Procedural Knowledge in School Football

García-Ceberino

Gamero

Molina

et al. 2020

IJERPH

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“…The research was conducted through the Curricular Project Board of the Educational Center following the receipt of approval by the School Council. The study's protocol was consistent with the guidelines for the Helsinki declaration of 1975 and the Organic Law of Protection of Personal Data 15/1999 of December 13 for the protection of personal research data (LOPD) (BOE, 298, December 14,1999) that have the purpose of maintaining scientific ethics in conducting research with human subjects.…”

Section: Participantsmentioning

confidence: 99%

“…Within the physical education context, various studies have examined how students best learn the technical and tactical components of various sport activities, including in the sports of: volleyball [9]; basketball [6,10,11]; and football [12][13][14]. These studies have provided support for the belief that the student's learning of the tactical aspects of the game tends to be greater when a SCA is utilized.…”

Section: Introductionmentioning

confidence: 99%

Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context

et al. 2020

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Football performance requires beginning learners to develop both technical skills and tactical awareness. The aim of this study was to examine and contrast the differences in the learning of football across two different teaching methodologies. A total of 35 students, distributed in two class-groups at the fifth-grade level of primary education participated in the study. Each class group participated in just one of the intervention programs (tactical program, n = 17; technical program, n = 18). The Instrument for the Measurement of Learning and Performance in Football was used to evaluate each student’s actions and in relation to specific performance indicators. For each one of the play actions analyzed, the Performance Index of Decision-Making, the Performance Index of Technical Execution, and the Performance Index of Final Results were calculated and these scores were summed to generate the Total Performance Index. The differences in technical and tactical learning between the class-groups were calculated using the Total Performance Index. For this assessment, various statistical tests were used: the Mann–Whitney’s U and the Wilcoxon’s T (for the non-parametric variables) and the T-test for Independent Samples, as well as the T-test for Related Samples (for the parametric variables). Likewise, a 2 × 2 ANOVA was conducted to determine whether the students’ previous experience had an effect on the level of learning. The results indicated improvements with both intervention programs; however, the tactical program provided a higher level of learning than the technical program between the assessment tests. The experience of the students had an effect on the play actions of dribbling the ball and in marking the player without the ball. Physical education teachers are recommended to implement comprehensive methods for technical and tactical football teaching at school.

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“…The main applications of the alternated TUs to PE are: (a) to relate concepts and behavioural skills belonging to the PE syllabus; and (b) to connect the learning developed in classroom to the students' life. The transfer between concepts and learning has been previously verified in secondary school, in motor skills as well as in team sports (Román, Miranda, Martínez, Martínez, & Viciana, 2007;Yáñez & Castejón, 2011).…”

Section: Proposal Ii: Alternated Teaching Unitsmentioning

confidence: 80%

Innovative teaching units applied to physical education

Viciana

Mayorga-Vega

2016

Kinesiology (Zagreb, Online)

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The aim of this article is to reflect on the original attributes that define planning in order to reformulate the concept of teaching units in Physical Education (PE), providing teachers with new structures of planning that allow them to achieve authentic outcomes. Some issues related to students’ learning are raised as regards the duration of a traditional teaching unit, as well as the total time amount and allocation dedicated to students’ learning. Based on previous psychological and learning theories, as well as on in-service teachers’ experience, four proposals of innovative teaching units are provided. Providing opportunities for significant and meaningful learning level in PE is not an easy task for teachers. The main objective of the proposals is to provide students with substantial learning experiences and to accomplish authentic outcomes by planning PE classes. Intermittent, alternated, irregular, and reinforced teaching units are analysed. The proposals focus on new approaches to time allocation in PE, and on a renovated concept of unit planning and curriculum design. Several applications for each type of teaching unit are shown in order to highlight PE teachers’ opportunities to innovate their planning. The proposals of intermittent, alternated, irregular, and reinforced teaching units could guide teachers through planning of PE based on related learning and may provide an effective tool for PE planning to overcome learning deficiencies attributed to traditional teaching units.

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La utilización de la transferencia para el aprendizaje de la táctica colectiva deportiva en Educación Secundaria

Abstract: To cite this article: Joaquín Yáñez & Francisco-Javier Castejón (2011) La utilización de la transferencia para el aprendizaje de la táctica colectiva deportiva en Educación Secundaria, Infancia y Aprendizaje, 34:1, 95-107To link to this article: http://dx.

Cited by 6 publications

References 33 publications

Experience as a Determinant of Declarative and Procedural Knowledge in School Football

Experience as a Determinant of Declarative and Procedural Knowledge in School Football

Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context

Innovative teaching units applied to physical education

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