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| 2. |
- Adamakis, Manolis, 1980, et al.
(författare)
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Soccer-coaches espoused and enacted theories of learning
- 2015
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Ingår i: Proceeding of the AIESEP conference: Moving up Physical Education and Sports Participation on the Public Health Agenda.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Aloizou, Kyriaki, et al.
(författare)
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Educational work and evaluation
- 2013
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Ingår i: The Conference for International Synergy in Energy, Environment, Tourism and contribution of Information Technology in Science, Economy, Society and Education. T.E.I. of Piraeus, Greece.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Gustafsson, Jan-Eric, et al.
(författare)
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Is there a generic ball ability? An empirical study of measuring and modeling performance on 12 ball tasks.
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Understanding the complexity of motor abilities and skills is a sine qua non for a scientific approach to processes of diagnosis, prediction and program evaluation in human movement and sport performance. However, there is a general paucity of research that seeks to identify the complexity of motor abilities and movement skills in tasks when a ball is involved. Aiming at a contribution towards the formation of a solid evidence basis, this article investigates the interrelationship among performances in various ball tasks. Utilizing a special constructed and technologically enhanced instrument, it is hypothetised that the commonalities of the objectively measured outcomes supports the notion of an underlying generic ball ability. 213 participants were tested in the 12 ball tasks of the instrument (racket juggle, elbow juggle, handwall, footwall, ball machine, knee juggle, board bouncing, bat balancing, roller coaster, foot rolling, tube drop, stick rolling). According to the analysis of the results, 26 of the inter-item correlations were strong (.50-.66), 25 moderate (.31-.49) and 15 modest (.19-.29). Furthermore, latent variable modeling revealed a first order model with one general factor and an excellent fit between model and data (χ² = 62.542, DF = 54; RMSEA = .03, CI90 .00–.05; CFI = .99; SRMR = .03). Ranging between .38 and .80, the loading of the 12 items on the general factor were all significant. Our findings suggest that a general factor, conceptualized as a generic ball ability, underlie participants´ performances on the ball tasks. Due to the popularity of ball games and the usability of ball tasks in various assessment tools, evidence supporting the generality of a ball ability are expected to be further tested as well as inform interventions and valid measurements.
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| 9. |
- Ho, Walter, et al.
(författare)
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Development of an instrument to assess perception of quality physical education (QPE) among European professionals
- 2019
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Ingår i: South African Journal for Research in Sport, Physical Education and Recreation. - 0379-9069. ; 41:1, s. 31-49
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Tidskriftsartikel (refereegranskat)abstract
- Developing quality physical education programmes (QPE) for school-age children is an important goal of teachers and health educators. This paper studies professionals’ perceptions of QPE in Europe. In the survey, 24 items related to status and roles, educational elements and supportive features in physical education, were presented to education professionals from six selected European cities. A sample of 342 professionals participated. After an exploratory factor analysis (EFA), using Maximum Likelihood extraction and direct oblimin rotation methods, 18 of the 24 items were retained. The items were clustered under four subscales, Development and Supportive Elements for QPE in Schools, Core Value of QPE, Curriculum Arrangement of Physical Activities and Core Content Knowledge of QPE. Cronbach’s alpha coefficient (α=0.85) indicated good internal consistency for the overall measure. The retained four factors from the EFA were assessed with confirmatory factor analysis (CFA). The four-factor model demonstrated a good fit with the data. It was hypothesised that all 24 items could be retained after EFA, but six items were excluded due to low factor loading. The four- factor structure had internal consistency and acceptable inter-factor correlations. The structure seemed applicable to the diversified setting for the study of QPE.
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| 10. |
- Kougioumtzis, Konstantin, 1966
(författare)
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Coach-lead team practice in elite youth sport
- 2018
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Ingår i: International Journal of Physical Education : A Review Publication. - 0341-8685. ; LV:3, s. 26-39
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, researchers have begun to identify specific practice activities and coach behaviours during training in elite youth soccer to optimize talent development. However, there is a need to examine relationships between the content of practice activities and coach behaviours. The overall aim of this study was to examine coach-led team practice sessions in Swedish elite youth soccer. The specific objectives were a) to describe practice activities and coaches’ behaviours during practice and b) to interpret the microstructure of selected didactic moments. According to the analysis of four videotaped training sessions of top-level U19 squads, coaches had players engage in drills 47.2% of the time and 45.3% was spent in game-like practice. Moreover, coaches’ voices captured with a cordless microphone, indicated that monitoring and concurrent instruction were the most common instructional behaviours. The interpretation of four didactic moments (skill training, small-sided game, conditioned game and phase of play) revealed various didactic techniques used by the coaches in terms of epistemological moves. Our findings suggest that effective practice may not only be a matter of ensuring appropriate practice activities or efficient instructional behaviours but predominantly an issue of combination of activities and instruction. Certain coach behaviours during specific activities can lay the foundations for effective practice, while less careful instructions might facilitate confusion. On the basis of study findings, we suggest that youth coaches’ initial education and further professional development incorporates training related to the appropriate combinations of practice activities and instructional behaviours.
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