Effects of the Sport Education Model on University Students Game Performance and Content Knowledge in Basketball

Layne, Todd; Piipari, Sami Yli

doi:10.18488/journal.90/2015.2.2/90.2.24.36

Cited by 9 publications

(8 citation statements)

References 19 publications

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“…According to the results of the study conducted by Mohr et al (2006) to determine the effect of the sports education model on sports knowledge; in the basketball contents knowledge scores conducted during the middle of the study and at the end of the study, significant differences were obtained in favor of the final test in the group, and in favor of the sports education model amongst the groups, and it was determined that the sports education model was an effective educational approach to gaining content knowledge. The findings of the study by Layne and Piipari (2015) show that the sports education model is an effective pedagogical approach to improve the game performance and sports content knowledge of undergraduate students. According to the study conducted by Çelen (2012) about the cognitive domain, there is a statistically significant difference between the cognitive domain pre-test and post-test values of the control and experimental groups for the volleyball course in favor of the post-test values, and that when the beginning and end behaviors of the experimental and control group students were compared, a significant increase in favor of end behavior was recorded.…”

Section: Conclusion and Discussionmentioning

confidence: 95%

Comparison of the Effects of Sports Education and Direct Teaching Models on the Attitude and Cognitive Domain Level of Undergraduate Students

Eyuboğlu¹,

Dalkıran²

2020

JEL

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The purpose of this study was to compare the effects of the sports education model and the direct teaching model used in badminton courses on the attitudes of undergraduate students towards the course and its permanence on cognitive domain skills. The study group consisted of a total of 45 undergraduate students, 24 of whom were experimental groups and 21 were control groups. In the study, for collection of data, the "Intrinsic Motivation Inventory" which developed by Ryan (2000), adapted to Turkish by Çalışkur after being tested for validity and reliability (Çalışkur & Demirhan, 2013) and the "Badminton Cognitive Domain Information Form" which was prepared by the course instructor were used. Descriptive statistical analysis was used for data analysis of attitudes of groups after application, but, bacause of the lack of a normal distribution, the "Mann Whitney U" test was used for the significance of the difference between the cognitive domain and the permanence of learning, As a result; significant differences were determined between the students' interest/enjoyment aspect and the permanence of cognitive learning, whereas significant differences were not detected in the aspects of perceived competence, value/benefit, effort/importance, job perception/perceived choice and pressure/tension.

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Section: Conclusion and Discussionmentioning

confidence: 95%

Comparison of the Effects of Sports Education and Direct Teaching Models on the Attitude and Cognitive Domain Level of Undergraduate Students

Eyuboğlu¹,

Dalkıran²

2020

JEL

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“…The students describe their ideal coach in the following way: the coach describes the team's future perspectives after each successful competition; he is open for the new ideas and propositions that come from the students; he patiently teaches the players and responds to all their questions; he regularly increases his skills and abilities level (Su & Han, 2017). The need for the knowledge improvement among the practicing coaches and making the corrections in the future coaches' training program are the compulsory elements of the professional basketball players' eff ective training system organization (Layne & Yli-Piipari, 2015).…”

Section: Discussionmentioning

confidence: 99%

Effect of Learning Environment and Tobacco Consumption on the Formation of Students’ Motivation in Basketball Classes

Qiu-ju¹,

Kubiatko²,

Uşak³

2020

RCIS

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We can defi ne three main factors that become an obstacle on the way of the development of new basketball professionals: insuffi cient development of certain educational factors; tobacco consumption and the decrease of health quality and activity that is associated with it; engagement with Internet activities. The absence of at least one of these factors would help to eff ectively infl uence the young people's interest in basketball and further development in this fi eld. The participants of the research experiment were 46 teachers of physical education from three Chinese institutes and 765 students (both local and international) from the same institutes. Three surveys were conducted within the course of the research-diagnostic control and additional. Between the diagnostic and control stages, the coaches-participants visited a set of lectures on the formation of the students' motivation and on the smoking dangers for sportsmen. As a result of the anti-tobacco lectures that were conducted at the end of classes by the coachesparticipants of the experiment, the percentage of those students who were ready to give up smoking grew from 9% to 23%.

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“…Research in physical education (Hastie, Sinelnikov, & Guarino, 2009;Hastie, Calderón, Rolim, & Guarino, 2013;Layne & Yli-Piipari, 2015) has shown that an increased opportunity for practice during a Sport Education season may lead to gains in skill and match performance, which also often is the main focus in youth sport. Although one primary goal of Sport Education is to develop competent sport persons, the current study did not measure player skill or match performance.…”

Section: Jan-erik Romar Jani Sarén Peter Hastiementioning

confidence: 99%

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Romar¹,

Sarén²,

Hastie³

2016

JPES

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While Sport Education has shown to be effective in promoting students' participation in the student-centred learning tasks in teaching physical education, there have been no studies reporting the use of this pedagogical model in youth sport settings. Therefore, the purpose of this study was to describe and understand players', coaches' and parents' perceptions and experiences of a soccer season when using the model in a Finnish junior sport club. Twenty-three players, their three coaches and four parents from one junior sport club participated in the study. The Sport Education season consisted of 11 practice sessions over eight weeks. Within that season, the players had additional roles as fitness trainers, skill coaches, captains and referees. Data were collected through interviews, observations, and document analysis. Results suggested that players were successfully affiliated within their small teams and that they enjoyed having the autonomy and responsibility. Most of the players took their roles seriously and were prepared to instruct their peers. Based on our results, we conclude that this first attempt to implement Sport Education in sport clubs showed promising results in making the environment more player friendly.

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Effects of the Sport Education Model on University Students Game Performance and Content Knowledge in Basketball

Cited by 9 publications

References 19 publications

Comparison of the Effects of Sports Education and Direct Teaching Models on the Attitude and Cognitive Domain Level of Undergraduate Students

Comparison of the Effects of Sports Education and Direct Teaching Models on the Attitude and Cognitive Domain Level of Undergraduate Students

Effect of Learning Environment and Tobacco Consumption on the Formation of Students’ Motivation in Basketball Classes

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