The Relation off Knowledge Development to Children's Basketball Performance

French, Karen E.; Thomas, Jerry R.

doi:10.1123/jsp.9.1.15

Cited by 282 publications

(274 citation statements)

References 19 publications

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“…Studies show that athletes in U-15 teams display differences in declarative tactical knowledge, which is in accordance with the findings of the present study. these differences were found among basketball players from U-10 and U-12 youth teams [10], among soccer players when comparing players aged 8-12 years [28], among soccer players from U-14 and U-16 youth teams [19], and among U-14 soccer teams as compared with those from U-15 and U-17 youth teams [29]. As for athletes from U-15 youth teams on, studies show that there is no difference between the U-15 and U-17 players' declarative tactical knowledge [29] or among U-15, U-17, and U-20 squads [20].…”

Section: Ethical Approvalmentioning

confidence: 80%

“…In sport, procedural tactical knowledge is related to perceptive-cognitive-motor skills and refers to an appropriate action in a game, in the context of know-how. Declarative tactical knowledge is related to tasks, mnemonic structures of the tasks, considering the knowledge about the rules and objectives of a game, and refers to knowing what to do [10].…”

Section: Introductionmentioning

confidence: 99%

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Difference in declarative tactical knowledge between U-11 and U-15 soccer players

2017

Human Movement

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Purpose. the aim of this study was to compare the level of declarative tactical knowledge between U-11 and U-15 academy players. Methods. the sample comprised 36 U-11 (n = 18) and U-15 (n = 18) soccer players, with practice time of 1404.00 ± 469.52 hours and 2663.55 ± 594.91 hours, respectively. the players' practice time was collected through a recording questionnaire. Declarative tactical knowledge was assessed through a verbal report used during a video simulation test. the answers provided during the test were scored as follows: best solution (1 point); second best solution (0.75 points); third best solution (0.50 points); fourth best solution (0.25 points); wrong solution (0 points). For statistical analysis, descriptive analysis was performed, as well as the Shapiro-Wilk and Mann-Whitney tests, with significance level set at p < 0.05. For statistical purposes, the SPSS 22.0 software was applied. Results. Significant differences were observed in declarative tactical knowledge between the U-11 and U-15 age groups. Players of the older age group displayed longer practice time and higher scores than their younger counterparts. Conclusions. Players with longer practice time (U-15) possess greater declarative tactical knowledge than those with less practice time (U-11), and declarative tactical knowledge is a factor that differentiates soccer players aged 11 and 15 years.

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Section: Ethical Approvalmentioning

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Difference in declarative tactical knowledge between U-11 and U-15 soccer players

2017

Human Movement

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“…Deemphasizing competition and recognizing that a coach's task with young children is to maintain interest, motivation, and participation seem to be necessary preconditions to avoid creating dropouts. French and Thomas (1987) point out that both cognitive and motor skills are important for children's sport development. Optimal coaching should therefore not exclusively concentrate on motor skills, but also devote time to teaching sportspecific procedural knowledge and cognitive skills such as knowledge of the rules of the game, optimal player positions, and game strategies (Bunker & Thorpe, 1983).…”

Section: Warning Practitionersmentioning

confidence: 99%

Unequal Competition as an Impediment to Personal Development: A Review of the Relative Age Effect in Sport

Musch

Grondin

2001

Developmental Review

672

880

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Children born shortly before the cutoff date for age grouping in youth sport programs suffer from being promoted to higher age groups earlier than their laterborn peers. Skewed birthdate distributions among participants in youth sport and professional sport leagues have been interpreted as the result of this disadvantage. A growing body of research shows that this Relative Age Effect in sport is a worldwide phenomenon and that it exists in many, but not all, competitive sports. Both physical and psychological mechanisms that may be responsible for the effect are identified. Negative consequences on personal development and possible remedies to the problem are discussed. Finally, desirable and necessary directions for future research are formulated. © 2001 Academic Press Most public school systems specify cutoff dates for entrance into kindergarten or first grade. Although a primary purpose of this procedure is to avoid large age differences, children born shortly after the cutoff date are still up to a full year older than late-born children in their respective age group. This difference of age between individuals in the same age group is referred to as relative age, and its consequence is known as the Relative Age Effect (RAE). A maximum relative age difference of almost 1 year, which is typical of the public school system in most countries, is associated with significant differences in children's cognitive development (Bisanz, Morrison, & Dunn, 1995;Morrison, Smith, & Dow-Ehrensberger, 1995). It isWe are grateful to Günther Bäumler and Roy Hay for stimulating discussions and comments on the RAE phenomenon. Two anonymous reviewers also helped to improve the manuscript.

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“…Studies using sorting methods have shown that experts classify problems according to underlying functional principles, whereas novices operate more strongly with superficial features (Allard & Burnett, 1985;Russell & Salmela, 1992). Furthermore, questionnaire methods and interviews have revealed the structure and organization of movement knowledge in, for example, tennis (McPherson & Thomas, 1989, McPherson & Kernodle, 2003, Volleyball (McPherson & Vickers, in the part I of this special issue) and basketball (French & Thomas, 1987).…”

Section: Structure Formation In Long-term Memorymentioning

confidence: 99%