Foundations for the Learning and Instruction of Sport and Games

Rink, Judith E.; French, Karen E.; Tjeerdsma, Bonnie L.

doi:10.1123/jtpe.15.4.399

Cited by 138 publications

(140 citation statements)

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Section: Introductionmentioning

confidence: 99%

“…The tactical model of teaching was derived from ideas of the teaching games for understanding (TgfU) model (Mitchell, Oslin, & Griffin, 2006;Butler & Cahan, 2005) and presented a shift from an instructional approach emphasising learning technical skills called the traditional or technical model (Rink, French, & Tjeerdsma, 1996), for the dominant style of teaching of decision making skills. In the tactical model, teaching technical skills is reduced and follows after the understanding and practice of particular tactical principles, so that movement execution skills are learned in closer connection with the particular tactical problem (Mitchell, Oslin, & Griffi n, 2006;Rink, French, & Tjeerdsma, 1996). However, previous studies on the effects of the tactical model in some sport games provided mixed or controversal results when this model did not demonstrate signifi cant benefi ts in the development of both the cognitive and motor components of game performance in comparison to the technical based instructional models (Harrison, Blakemore, Richards, Oliver, Wilkinson, & Fellingham, 2004;French, Werner, Taylor, Hussey, & Jones, 1996;Turner & Martinek, 1995).…”

Section: Introductionmentioning

confidence: 99%

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Changes in decision-making skill and skill execution in soccer performance: The intervention study

Psotta¹,

Martin²

2011

Acta Gymnica

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BACKGROUND:Previous studies have provided controversal results on the development of the skills of decision making skill and skill execution when tactical models of the teaching of a game were used.OBJECTIVE: The purpose of the study was to examine the eff ects of two diff erent combined technical-tactical instructional models on the development of decision making skill and ball skill execution during a soccer match in female students.METHODS: Two groups of female students aged 20.9 ± 0.7 years underwent the 5 week soccer training intervention, consisting of two 90 min. training units a week, based on the technical-tactical model with an emphasis on orientation to tactical and technical skills, respectively (CTA and CTE students, respectively). Before and after the intervention, studentsʼ decision making skill and ball skill execution in a match were assessed from videorecords of matches using the Soccer Performance Observation System (SPOS). In addition, the Soccer skill test battery (Mor & Christian, 1979) was used to assess the ball skills under control environment. RESULTS:The Skill Execution Index (SEI) after intervention in both CTA and CTE students (0.58 ± 0.15 and 0.65 ± 0.11) found using SPOS were signifi cantly higher in comparison to SEI before the intervention (0.46 ± 0.13 and 0.50 ± 0.09; p < 0.05 and p < 0.01). Similarly, the Decision Making Index (DMI) was signifi cantly enhanced after intervention in the cases of both CTA students (from 0.70 ± 0.14 to 0.81 ± 0.12, p < 0.05) and CTE students (from 0.65 ± 0.11 to 0.75 ± 0.12, p < 0.05).CONCLUSIONS: This study showed that instructional models with both dominant tactical tasks and dominant technical tasks can result in the signifi cant improvement of both decision making and skill execution performance in young adult subjects. The study suggested that both decision making in game situations and ball skill execution can be developed through implicit learning.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Changes in decision-making skill and skill execution in soccer performance: The intervention study

Psotta¹,

Martin²

2011

Acta Gymnica

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“…Games like badminton, hockey, soccer, basketball players need to have a good command of game knowledge for quick movement to base, decision-making as to "what to do" and "how to do" right skill execution in game situation, speed and accuracy in executing skills at the right time in a game play [12,18,27,39]. Developing players' on these game configuration and specific game motor fitness are among many challenges faced by PE teachers through pedagogical approaches be it linear or non-linear methodology [4,20,37]. The TGfU model has non linear pedagogy elements seems to be popular game learning compare to linear model or known as skilled-based teaching or technical model [13].…”

Section: Introduction and Problem Backgroundmentioning

confidence: 99%

A comparative analysis of badminton game instructions effect of non-linear pedagogy and linear pedagogy

Nathan¹,

Salimin²,

Shahril³

2018

J. Fundam and Appl Sci.

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The recent implementation of TGfU pedagogy among Malaysian schools game curriculum challenging teachers who are comfortable with technical-skill driven Linear Pedagogy (LP).This conundrum led to this quasi experimental pre-post-test design study using n = 56 students aged 13±.23 years old investigated Non Linear Pedagogy (NP) and LP models using badminton curriculum in terms of tactical decision making, recovery movement to base, skill execution of drop shots and smash in badminton doubles game play. Findings, as for tactical decision making, recovery to base, drop shot and smash in doubles game play, ANCOVA and ANOVA statistics indicated significant improved performance via NP compared to LP.Conclusion, implementing NP in schools would further strengthen TGfU as teachers can adjust tactics, skill tasks to the performer's abilities and situated learning environment

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“…These results provide evidence for the work of Grehaigne et al (2001), which states that decisions are only valid if they are transformed into appropriate actions. These results also support the conclusions of Rink, French, and Tjeerdsma (1996). When players are involved in a highly dynamic, ever-changing invasion/territorial game, in which decisions must be made quickly and in context of the game, many players may not be able to incorporate appropriate decisions because of the pace of the game and the constantly changing interaction of teammates and opponents.…”

Section: Tactical Knowledge and Tactical Performancesupporting

confidence: 76%

The Relationship between Tactical Knowledge and Tactical Performance for Varying Levels of Expertise

Auld

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This study examines the relationship between off-the-ball tactical knowledge and off-the-ball tactical performance of college-age female participants' (n = 34) with varying levels of expertise in territorial games. Tactical knowledge was measured using the Tactical Knowledge Instrument (TKI), which assessed participant responses when solving a "maintaining possession" tactical problem on a game board. The Game Performance Assessment Instrument (GPAI) measured participants' tactical performance while they played a directional keep-away game in the gymnasium.Analysis of variance tests revealed a significant difference between the tactical knowledge scores between Expert and Novice participants F(2,31) = 6.09, p = .0059.As the expertise level moved from Novice to Expert mean scores increased.Correlated t-tests were completed to investigate scoring differences among specific components of the GPAI. Tests revealed significant differences (p < .001) with the decision-making; synchronized movement with teammates (DMB) and adjust; eluding a teammate prior to cutting to space (AB) component scores when compared to all other GPAI component scores. The DMB and AB mean scores were significantly lower than other component scores for all expertise levels.Off-the-ball knowledge and off-the-ball performance scores were not correlated among expertise groups. Expertise also did not prove to be an accurate indicator of participants' level of tactical knowledge (other than between Expert and Novice) or tactical performance. These results may have implications concerning the over emphasis of skill versus tactical-based teaching and coaching, and may help select the instructional methods best suited for territorial games.

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Foundations for the Learning and Instruction of Sport and Games

Cited by 138 publications

References 0 publications

Changes in decision-making skill and skill execution in soccer performance: The intervention study

Changes in decision-making skill and skill execution in soccer performance: The intervention study

A comparative analysis of badminton game instructions effect of non-linear pedagogy and linear pedagogy

The Relationship between Tactical Knowledge and Tactical Performance for Varying Levels of Expertise

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