The impact of coaching module based on teaching games for understanding towards school netball players' performance

Jani, Julismah; Salimin, Norkhalid; Shahril, Mohd Izwan

doi:10.4314/jfas.v9i6s.93

Cited by 3 publications

(6 citation statements)

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“…GBA emphasizes learning through reflection, the development of game appreciation, and tactical awareness in combination with technical skill development. 5 Studies related to the use of GBA also confirm that the rule adaptations offer a possible game for youth players, providing the development of tactical awareness and decision making, besides motivating and involving them in the activities [6][7][8] . In that regard, as it is noted that each approach has specific characteristics and outcomes, their application becomes an important subject to be observed and discussed, especially in youth sports.…”

Section: Introductionmentioning

confidence: 82%

“…13,16 In this sense, the youth players are confronted with problems inherent to the games, 5 stimulating the main actions and their principles 41 from the interactions imposed by the opponents and the rules constraints. 16 Investigations into the GBA indicate that these can also be a good strategy for motivating youth players' participation, due to the greater involvement with the game and the interactions during training sessions [6][7][8] . Beyond that, it is reported that this approach can help in the game comprehension, leading youth players to autonomously solve the situations and make decisions.…”

Section: Discussionmentioning

confidence: 99%

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Coaches’ opinions about teaching defensive skills for youth handball teams

Musa

Menezes

2022

International Journal of Sports Science & Coaching

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Purpose It can be observed that coaching in youth sports may be based on technique development, while it is inspired by high-performance sports. As it is observed a lack of research that addressed the coaching process with youth handball teams in the Brazilian context, this study aimed to analyze what is expected for the defensive phase and how it is taught. Methods We interviewed 22 handball coaches from the U-12, U-14, U-16, and U-18 teams addressing the teaching of defensive skills when facing different offensive systems and the approaches used in the training sessions. The interviews were analyzed using the Collective Subject Discourse (CSD) method. Results and discussion The coaches’ discourses revealed an increasing expectation due to players’ experience, but with stimulation of high-level sport since the youngest teams. The discourses also emphasized the use of traditional approaches and game-based approaches to apply the learned skill in the game context, independently of the age group. It was noted that the expectations of the coaches about players’ technical-tactical development and the approaches are controversial, especially when comparing the specific skills with the use of the traditional approach in the younger teams (U-12 and U-14 teams). It is suggested that more attention must be paid when choosing the defensive skills to be taught for youth players, and the chosen teaching approaches must promote a reflexive environment to learners.

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Section: Introductionmentioning

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Coaches’ opinions about teaching defensive skills for youth handball teams

Musa

Menezes

2022

International Journal of Sports Science & Coaching

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“…Similarly, Cocca et al [14] assess pupils' physical fitness changes after a six-month TGfU-based program. Following that, Alcala & Garijo, Badicu [11,12]; Jani et al [19]; Morales-Belando et al [21]; Syamsuar et al [24], examined the effectiveness of the Teaching Games for Understanding (TGfU) method towards physical fitness among pupils. On the other hand, Engels and Freund [16] investigated whether cooperative learning in physical education classes can increase students' enjoyment.…”

Section: Aim Of the Studymentioning

confidence: 99%

“…Additionally, research was carried out in the subject's grade level on the primary and secondary education levels. However, the majority focused on primary school [12][13][14][15]21,23,24], followed by secondary school [11,[16][17][18][19]22]. Lastly, the biggest sample (285 participants) was assessed by Engels and Freund [16], and the lowest (14 participants) was by Jani et al [19].…”

Section: Sample Descriptionmentioning

confidence: 99%

“…In this study, several data collection and analyses methods were used: quantitative (8) [11,12,[14][15][16][17]22,24], qualitative (5) [13,[18][19][20]23], and mixed methods (1) [21] . Physical fitness tests and questionnaires were used in the quantitative studies, while observations, reports, and interviews were used in qualitative studies.…”

Section: Data Resources and Analysismentioning

confidence: 99%

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Can Model-Based Approach in Physical Education Improve Physical Fitness, Academic Performance, and Enjoyment among Pupils? A Systematic Literature Review

Elumalai¹,

Chinanapan²,

Choeibuakaew³

et al. 2022

saj

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The aim of this study is to determine existing teaching and learning process information published over the past five years (2016 -2020) on how the different approaches in Physical Education (PE) improve physical fitness, academic performance, and enjoyment among pupils. A mixed systematic review was conducted, and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were referred to. The articles included were selected based on the requirements: studies published in the international journal; studies published from 2016 to 2020; studies conducted within primary (7 to 12 years old) and secondary (13 to 18 years old) school context; studies that involved qualitative or quantitative methods; an article that focused on the effectiveness of multiple approaches in PE towards physical fitness, academic performance and enjoyment among pupils. A total of 14 articles were identified. Results showed that model-based approaches in PE such as Teaching Games for Understanding (TGfU), Project-based Learning (PBL), and Collaborative Learning (CL) gradually improve physical fitness, academic performance, and enjoyment among pupils compared to traditional approaches. Finally, alternative teaching approaches abundantly differ from the traditional method in PE, which potentially improves overall performance among pupils. Therefore, this review can help teachers and researchers to deliver their teaching and learning activities using different approaches in primary Physical Education lessons.

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Abordagens tradicionais e centradas no jogo para o ensino dos esportes coletivos de invasão

Aquino

Menezes

2022

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Este ensaio teve como objetivo identificar, comparar e discutir os princípios pedagógicos tradicionais e modelos contemporâneos de ensino dos jogos coletivos esportivizados (JCE). Os JCE podem ser representados como sistemas complexos e dinâmicos, nos quais as equipes são entendidas como um microssistema social. Tradicionalmente, o ensino dos JCE foi sustentado por uma visão de mundo racionalista, com propostas centradas no professor/treinador e pautadas em abordagens e princípios pedagógicos tecnicistas e comportamentalistas. Nessa perspectiva, a reprodução (receita) sobrepõe-se à criatividade (adaptação funcional). Com a mudança de paradigma de ensino dos JCE, surgiram abordagens e modelos centrados nos jogadores/alunos e pautadas no jogo. Neste ensaio, foram discutidas as fundamentações teóricas e as implicações práticas de quatro propostas: i) Ensino de Jogos para Compreensão (Teaching Games for Understanding - TGfU); ii) Modelo de Educação Esportiva (Sport Education - SE); iii) Pedagogia Não-Linear (PNL) e; iv) Pedagogia do Jogo (entendida enquanto abordagem e modelo). Por meio dos princípios pedagógicos do TGfU (seleção do tipo de jogo, modificação-representação, modificação-exagero, ajuste da complexidade tática), da PNL (representação, manipulação de restrições, acoplamento informação-movimento, aprendizagem exploratória, redução do controle consciente do movimento), do SE e/ou da Pedagogia do jogo (pedagogia da rua, ambiente de aprendizagem e ambiente de jogo, incluindo características de desafio, desequilíbrio, imprevisibilidade, representação), é possível que os jogadores/alunos aprendam jogando, podendo inclusive interferir e criar sua aula/treino. O professor/treinador, portanto, é um mediador ativo e passivo que gerencia e medeia as situações-problema e as trocas de conhecimento.

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The impact of coaching module based on teaching games for understanding towards school netball players' performance

Cited by 3 publications

References 0 publications

Coaches’ opinions about teaching defensive skills for youth handball teams

Coaches’ opinions about teaching defensive skills for youth handball teams

Can Model-Based Approach in Physical Education Improve Physical Fitness, Academic Performance, and Enjoyment among Pupils? A Systematic Literature Review

Abordagens tradicionais e centradas no jogo para o ensino dos esportes coletivos de invasão

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