Relationships, Decisions, and Physical Effort in the Marro Traditional Sporting Game: A Multimodal Approach

Abstract

The purpose of this study was to examine the players’ decisions-making in Marro (a Traditional Sporting Game) through a multimodal approach. Each player’s decision-making assumes specific accelerations and decelerations associated with different effort. The research objectives were: (i) to study the decision-making associated with the roles of Hunter and Hare; (ii) to know the physical effort by the roles (Hunters and Hares); (iii) to reveal T-Patterns in the multimodal strategic approach (integrated with decisions and different physical effort) with a direct incidence on the scoring by roles. The study was performed with 22 male and 2 female players aged 18 to 25 (M = 19.4; SD = 1.3). The Marro game was played by two groups for eight minutes. An observational methodology was used, through a type III design. The observational design was nomothetic, one-time, and multidimensional. An ‘ad hoc’ tool was built to ensure the data quality. Univariate analyses were performed using Crosstabs Command, with adjusted residuals (AR), Classification Trees (Chaid model) and T-Pattern Analysis (TPA). Significant differences were found between matches using the scoring (p < 0.001; ES = 0.26), role (p < 0.001; ES = 0.31), or the organic variables of the study, the speed (p < 0.001; ES = 0.73), the metabolic power and the acceleration/deceleration the speed (p = 0.023; ES = 0.43), while the predictive model pointed to the variable role (p < 0.001) as the main factor responsible for the model growth. TPA (p < 0.005) revealed differences attributable to internal logic in the yellow (first match) and orange (second match) teams, while organic variables were more changeable in the violet (first match) and green (second match) teams. This study advances the individualization of the decision-making process. These results may be useful to better understand the internal of functioning of the Marro game 360° since the use of various methodologies and variables (multimodal approach) provided original findings.

After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study

“…Previous research shows that such practices not only are recognized as strengthening symbols of cultural identity for immigrant and native ethnicities, but also promote harmonious social relationships among individuals from different origins and traditions even in communities without immigrants or indigenous peoples ( Román, 2010 ; Carter-Thuillier et al, 2018 ; Berti and Lapiccirella, 2019 ; Puente-Maxera et al, 2020 ). In short, TSG are cultural traditions and symbols ( Martín-Martínez et al, 2021 ) that allow, through physical-playful experiences, the conservation of identities and the positive exchange between them based on corporeality ( Parlebas, 2020 ). Therefore the use of TSG in the classroom is a concrete way of recognizing the different cultures present in the context, assuming then, that human action and motricity are indivisibly linked with culture ( Martínez-Santos et al, 2020 ).…”

“…In relation to the above, different authors ( Grimminger, 2011 ; Ko et al, 2015 ; Wyant et al, 2019 , 2020 ; Doidge et al, 2020 ; Siljamäki and Anttila, 2021 ) have raised the need to include intercultural competence in the training of PE teachers and Sport Coaches, because otherwise they might have initial problems in working in culturally diverse contexts and also difficulties in helping their students to acquire intercultural skills. Likewise, studies ( Carter-Thuillier et al, 2018 ; Pic et al, 2019 ; Puente-Maxera et al, 2020 ; Martín-Martínez et al, 2021 ; Lavega-Burgués et al, 2023 ; Moya-Higueras et al, 2023 ) related to TSG show that its use in the classroom represents an effective way of incorporating different cultures into the school, in addition to generating positive effects on different socioemotional and motor variables, however, the need for teachers who are sufficiently prepared in this area is also exposed for authors. Therefore, it seems essential to specifically train teachers who intend to work with the use of TSG in intercultural contexts.…”

“…Specifically, with regard to interculturality, teachers received training on values associated with respect and attention to cultural diversity, the positive recognition of cultures and strategies to promote interaction between people from different cultures. In regards to the training on TSG, traditional games from the countries present in the SCSP program were shared and explained since incorporating games from different cultures into the classroom is a favorable tool for recognizing and strengthening different cultural identities, and can also have a positive impact on the emotional state of students, their motor development, their ability to take decisions and the development of coexistence based on mutual respect ( Pic et al, 2019 ; Martín-Martínez et al, 2021 ; Lavega-Burgués et al, 2023 ; Moya-Higueras et al, 2023 ). The program coordinator (male, 36 years old), who also participated in the study and had a specific training in physical education.…”

The concordance game: A simple tool to estimate breath hold swimming performance and to teach dynamic apnea

“…One of the possible approaches of our study can be done by the 360° approach used ( Lavega-Burgués et al, 2020 ; Martín-Martínez et al, 2021 ). Through an observational methodology and T-Patterns, we could find out differences pre–post test throughout the temporal distributions events ( Pic et al, 2022 ).…”

A Systematic Review of the Use of T-Pattern and T-String Analysis (TPA) With Theme: An Analysis Using Mixed Methods and Data Mining Techniques

“…The authors applied classification trees and found that the T-pattern analyzes between girls and boys in a mixed group were unequal. This difference was mainly due to decision making (subrole variable), which had much greater predictive power than the energetic variables Martín-Martínez et al (2021). analyzed players' decision…”