Design and Validation of an Observational Instrument for the Technical-Tactical Actions in Singles Tennis

Luque, Gema Torres; Fernández-García, Ángel Iván; Cabello-Manrique, David; Giménez-Egido, José María; Ortega-Toro, Enrique

doi:10.3389/fpsyg.2018.02418

Cited by 26 publications

(31 citation statements)

References 34 publications

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“…The "Observational Instrument for the Technical-Tactical Actions in Singles Tennis" (Torres-Luque et al, 2018) was used according to the study's objectives (Anguera et al, 2018a;Chacón-Moscoso et al, 2018).…”

Section: Instrumentsmentioning

confidence: 99%

Effect of Modification Rules in Competition on Technical–Tactical Action in Young Tennis Players (Under-10)

et al. 2020

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Adapting competitions to young players' characteristics is an important pillar in the optimal teaching-learning process. The objective of the present study is to analyze the effect of modifying net height (from 0.91 to 0.80 m) and court dimensions (from 23.77 × 8.23 m to 18 × 8.23 m) for under-10 (U-10) tennis players on the following: (a) kinds of technical and tactical basic, situational, and special strokes; (b) tennis players' hitting area; (c) landing location of the serve; (d) ball landing location after the serve; (d) stroke effectiveness; and (e) rally length. The study design was quasiexperimental in nature, observing the fluctuation/change in technical-tactical variables of the tennis players when playing a "Tennis 10s Green Competition" (GC) with the current federative rules and a redesigned competition "Modified Competition" (MC) including altered net height and court dimensions based on small-sided games (SSGs) and equipment scaling. Twenty U-10 tennis players were studied (age of players = 9.46 ± 0.66 years, average weekly training in tennis = 2.90 ± 1.07 h, years of experience = 3.65 ± 1.53 years). The results showed that in MC, there was a greater technical-tactical variability compared with the GC in terms of the following: (a) greater service effectiveness; (b) more situational and special strokes; and (c) a more equitable change in the distribution of hitting and ball landing locations. The values of MC showed that the current adaptation rules and equipment in federated U-10 competitions might not be enough to improve the teaching-learning process under the comprehensive approach. The current competition for U-10 tennis players (stage green) should be redesigned, in order to build an optimal process of affordances to develop a multidimensional positive impact during this training stage.

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Section: Instrumentsmentioning

confidence: 99%

Effect of Modification Rules in Competition on Technical–Tactical Action in Young Tennis Players (Under-10)

et al. 2020

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“…Este estudio tuvo por objetivo la validación de dos programas de intervención, unidades didácticas, realizados sobre la base de dos metodologías de enseñanza diferentes: DI y TGA; alcanzando ambos programas niveles óptimos de validez y consistencia interna. Para ello, se han seguido los procedimientos metodológicos recomendados en la literatura científica (Anguera & Hernández-Mendo, 2013;Bulger & Housner, 2007;Escobar-Pérez & Cuervo-Martínez, 2008), así como estudios similares (Ibáñez, Martínez-Fernández, González-Espinosa, García-Rubio, & Feu, 2019;Torres-Luque, Fernández-García, Cabello-Manrique, Giménez-Egido, & Ortega-Toro, 2018;Villarejo, Ortega, Gómez, & Palao, 2014).…”

Section: Discussionunclassified

Validación De Dos Programas De Intervención Para La Enseñanza Del Fútbol Escolar

Medina

García-Ceberino

Molina

et al. 2020

RIMCAFD

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El propósito del estudio fue validar dos programas de intervención, correspondientes a dos unidades didácticas realizadas cada una en base a dos metodologías diferentes: Direct Instruction (ID) y Tactical Games Approach (TGA), para la enseñanza del fútbol escolar. Se diseñaron dos programas de intervención semejantes con el mismo número de tareas, sesiones, fases de juego, contenidos y objetivos. En el proceso de validación participaron 13 jueces expertos. La validez de contenido se calculó mediante el coeficiente de V de Aiken y sus intervalos de confianza. Para la consistencia interna se empleó el coeficiente de ? de Cronbach. Ninguna de las tareas que componen los programas de intervención fue eliminada al superar el valor crítico exacto (V ? .69). La consistencia interna de las tareas fue excelente (? = .97). Por tanto, ambos programas de intervención son válidos y fiables para la enseñanza del fútbol escolar, así como para comparar los efectos de ambas metodologías.

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“…So that, all the items with lower values with a 95% confidence level ( V < 0.77) were eliminated, the items with values between 95% and 99% ( V = 0.77 and 0.88) were modified, and lastly the items with a confidence level of 99% ( V > 0.88) were considered optimal ( Table 4 ). A very demanding criterion was established for the elimination, modification or acceptance of the items, based on the criteria obtained in other evaluation instruments: the BALPAI ( V = 0.68 and 0.75) [ 10 ]; the Observational Instrument for the Technical-Tactical Actions in Singles Tennis ( V = 0.70 and 0.81) [ 20 ]; and the Observation Instrument for Technical and Tactical Actions of the Offense Phase in Soccer ( V = 0.70 and 0.80) [ 27 ]. These instruments also considered the 95% confidence level to obtain the exact critical value for include of the items and the 99% confidence level to obtain the cut-off point for the modification of the items.…”

Section: Methodsmentioning

confidence: 99%

“…Both were designed to offer teachers and coaches instruments to assess their students, and they represent a starting point for the design and validation of new assessment instruments for team sports: handball [ 17 ], rugby [ 12 ], or basketball [ 10 , 18 , 19 ]. There is also an observational instrument for technical-tactical actions in the individual sport of tennis [ 20 ].…”

Section: Introductionmentioning

confidence: 99%

Design and Validation of the Instrument for the Measurement of Learning and Performance in Football

García-Ceberino

Medina

Godoy

et al. 2020

IJERPH

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The assessment of tactical-technical knowledge of football is essential to develop optimal and integral teaching processes for students. Therefore, the aim of this study was to design and validate an instrument so that teachers, coaches, and researchers can observe and codify both the tactical behaviors and technical skills performed by the students in the game of football. The design and validation of the instrument were carried out in four phases: a) review of the literature and previous instruments; b) design of the Instrument for the Measurement of Learning and Performance in Football (IMLPFoot). It assesses all the offensive and defensive play actions, with and without the ball, as well as their three components (decision-making, technical execution, and final result); c) sample selection of experts (N = 12); and d) quantitative (Likert-type scale from 1 to 10) and qualitative assessment of degree the pertinence, unambiguity, and importance of each of the 33 items included in the IMLPFoot. Aiken’s V coefficient was used to determine content validity. Likewise, internal consistency was calculated using Cronbach’s α coefficient. The results showed demanding levels of validity (V ≥ 0.77), internal consistency (α = 0.983), inter-rater, and intra-rater reliability. Therefore, it is a valid and reliable instrument that makes possible a complete assessment of football in physical education classes and/or in the sports context (out-of-school football).

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Design and Validation of an Observational Instrument for the Technical-Tactical Actions in Singles Tennis

Cited by 26 publications

References 34 publications

Effect of Modification Rules in Competition on Technical–Tactical Action in Young Tennis Players (Under-10)

Effect of Modification Rules in Competition on Technical–Tactical Action in Young Tennis Players (Under-10)

Validación De Dos Programas De Intervención Para La Enseñanza Del Fútbol Escolar

Design and Validation of the Instrument for the Measurement of Learning and Performance in Football

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