جستجوی مقالات مرتبط با کلیدواژه "game sense" در نشریات گروه "تربیت بدنی"

The aim of the present study was to investigate the effects of 12 weeks of football training using the Game Sense approach on heart rate, cardiovascular fitness, maximal oxygen consumption and perceived motor competence in inactive female students.

The statistical population of the study was physically inactive female students, 40 of whom had no experience of playing football and were physically healthy, with a mean age of (22.06±3). They were randomly divided into the desired groups (each group consisted of 20 people). The perceived motor competence questionnaire, the 540-metre running test, the McQueen's step test and the Polar heart rate monitor were used to collect information. The way the exercises were presented in the groups included technical exercises in the traditional group and changes in the playing field, the size of the playing field and the number of players in the game sense group. Multiple covariance analysis was used to analyze data.

The results of the tests showed that the exercises were effective and the subjects showed changes in cardiovascular fitness, maximal oxygen consumption, heart rate and perceived motor competence after the intervention compared to before. The effects of football training with traditional methods and game sense were also different and showed the confirmation of the positive role of teaching game sense at the level of p< 0.05 among the research indicators.

Coaches can design activities that help young female students to achieve an active lifestyle and positive changes in physiological health indicators by using the game sense approach.

The purpose of the present study was to examine the effect of game sense on improvement of basketball executive skills and non-practiced tasks in children with developmental coordination disorder. 40 female right-handed students among 56 elementary schools aged 10-12, were screened based on the criteria of the statistical and diagnostic guidelines for mental disorders among the students of Ardabil city. Children were randomly assigned to two groups: traditional and game sense. The measurements included were, movement assessment battery for children second edition (MABC2), AAHPERD basketball skills test, game performance assessment instrument and handwriting problem check list. All measures were administered pre and post an 8-week training program, 16 session, which each session lasted for 40 minutes. The results of multivariate covariance analysis showed that students were better in decision-making, support, passing and dribbling skills using game sense (p<0/05), but there was no significant difference in other components. Also, in the examination of the handwriting skills of students with DCD, the game sense group was significantly better than the traditional group (p<0/01). In general, game sense pedagogy showed a better improvement in both practiced and non-practiced skills, and the findings suggest that use game-oriented and question based approaches in teaching sports skills to these kind of children.

In recent years, there has been considerable interest in the evolution of physical education teaching from a linear to a non-linear approach. This study aimed to investigate the effectiveness of traditional games with a hybrid of games for understanding and game sense teaching approaches on students' motor proficiency.

This research was quasi-experimental with a pre-test and post-test design conducted in a field-based study. Fifty-five girl students (10-11years) were randomly divided into four groups: teaching game for understanding, game sense, hybrid of teaching game for understanding and game sense, and traditional group. Subjects practiced one-hour session three days a week according to their group's educational approach for 12 weeks. The Bruininks-Oseretsky test was used to assess children's motor proficiency.

The results of Mixed ANOVA showed a significant difference between the pre-test and post-test of the first three groups. So, it can be stated that for gross motor skills, the Hybrid group got the highest score with 79% of variance explained, and for fine motor skills and total motor proficiency, the teaching game for understanding got the highest scores with 84% and 85% of the variance explained, respectively. Traditional education did not have a significant effect on the investigated variables.

It can be concluded that using the hybrid approach improves children's motor proficiency. The present study shows that teaching games for understanding and game sense models in the form of traditional games are a proper training method to improve motor proficiency in students. It seems that these approaches can be transferred to other educational levels

The aim of this study was to investigate the effects of game sense pedagogy on decision making, supporting and implementing basketball skills in female students. The statistical population of the study was Urmia secondary school girl students.

Subjects were 40 students (each group= 20 people) who did not already have a history of basketball playing and were physically health with an average age of 13.06±3. AAHPERD basketball skills test and game performance assessment instrument were used to collect data.

The results of multivariate covariance analysis showed that students were better at learning of basic skills in the traditional method, but in terms of decision-making and supporting components, the game sense group was significantly better than the traditional group.

In general, the game sense approach has shown better performance in game performance development, and the findings suggest that using a questioning process based on a modified game framework is an appropriate training method for improving game performance in students.