The purpose of the present work was to explore whether fourth-grade physical education students improved their game performance, knowledge and psychosocial variables with Teaching Games for Understanding (TGfU) to a greater extent after an eight-lesson period in comparison to a 14-lesson period. The study followed a mixed-methods approach in which the design consisted of a first assessment, a second assessment after Lesson 9 (eight-lesson period) and a third assessment after Lesson 16 (14-lesson period). A TGfU floorball intervention was carried out between assessments. The participants (n = 40) were in their fourth year of elementary education. According to students’ background and setting, we decided to implement three broad and interrelated strategies to enact the intervention built on the TGfU pedagogical features. Data were collected through Game Performance Assessment Instrument, knowledge questionnaire, enjoyment, perceived competence and intention to be physically active scales and semi-structured interviews. Quantitatively, Friedman’s χ2 was used to explore differences in the variables and Wilcoxon’s Z post-hoc comparisons were performed to determine: (a) first–second and first–third assessment differences; and (b) second–third assessment differences. Qualitatively, data were open and axial coded line-by-line and incident-to-incident in sub-themes. The quantitative results show no significant differences between the two periods (p > 0.05). However, there were improvements after both periods compared with the first assessment (p < 0.05). The qualitative information supported that the pedagogical strategies implemented could be key to explain the similarities between the two practice volumes. In conclusion, the amount of practice should not be considered as the only variable in the design of interventions with TGfU.
El objetivo del estudio fue obtener la validez de contenido de la escala Eston-Parfitt Scale (E-P) para medir el esfuerzo percibido de niños jugadores de fútbol sala. Para ello, se obtuvo la validez de contenido a través de la consulta de expertos y niños. Los participantes fueron 34 expertos y 44 jugadores de fútbol sala. A los expertos se les solicitó que valorasen el grado de comprensión y adecuación cualitativa y cuantitativamente del encabezado, gráficos, etiquetas, rango de numeración y curva. Una vez obtenidas las valoraciones aportadas por los expertos, se procedió a la modificación de la escala, según los comentarios recibidos. Cuando se obtuvo la nueva versión de la escala se procedió a la valoración de la validez de contenido por parte de los jugadores. Los expertos valoraron positivamente el encabezado, gráficos, etiquetas, rango numérico y curva, de acuerdo a la comprensión y adecuación. No obstante, se atendió a todas sus aportaciones cualitativas al respecto. Los jugadores demostraron que el instrumento era comprensible, debido a que las tres preguntas planteadas fueron realizadas correctamente por al menos el 90%. En consecuencia, a través de la presente escala se puede realizar una evaluación más adecuada del esfuerzo percibido de los niños de entre 9 y 12 años que juegan al fútbol sala, porque el instrumentó se adaptó a ellos. Abstract: The aim of the study was to obtain the content validity of the Eston-Parfitt Scale (E-P) to measure the perceived exertion of youth futsal players. For this purpose, content validity was obtained through consultation with experts and children. Participants were 34 experts and 44 futsal players. The experts were asked to evaluate the degree of understanding and qualitative and quantitative adequacy of the header, graphs, labels, numberical range and curve. Once the evaluations provided by the experts were obtained, the scale was modified according to the comments received. When the new version of the scale was obtained, the content validity was assessed by the players. The experts rated the header, graphs, labels, numerical range, and curve, positively in terms of comprehension and appropriateness. However, all the experts’ suggestions were addressed. Players demonstrated that the instrument was comprehensible, because at least the 90% of them answered the three questions correctly. Consequently, a more tailored assessment of 9-12-year-olds futsal players’ perceived exertion can be made through the present scale, because it was adapted to them.
La situación actual de pandemia por el COVID-19 demanda el uso de mascarilla para la práctica de actividad física. El uso de mascarilla requiere que la intensidad de dicha actividad no sea alta. La asignatura de Educación Física es fundamental para que se conozca como determinar la intensidad de la actividad física. El objetivo de la presente propuesta es enseñar al alumnado a identificar la intensidad de la actividad física a través de la percepción de su esfuerzo. Esta propuesta práctica está dirigida al alumnado de tercero de Educación Secundaria Obligatoria. La propuesta se compone de cuatro actividades para desarrollar durante 11 sesiones. En conclusión, se espera que el alumnado tome conciencia de sus propias posibilidades a la hora de afrontar actividades físicas con una intensidad adecuada. Esta capacidad de percibir y discriminar entre intensidades les ayudará a que afronten la práctica de actividad física con actitud positiva y saludable.
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