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As an alternative to the direct instructional model, Metzler proposed a range of pedagogical models that include second generation models such as teaching games for understanding (TGfU) and sport education (SE). These pedagogical models have key design features that can promote high levels of autonomous motivation for both boys and girls. Consequently, the purpose of this study was to investigate the motivational outcomes of elementary boys and girls as they participated in an invasion game unit through two pedagogical models: a hybrid TGfU/SE unit or a direct instruction unit. Participants were 292 elementary school students (mean age = 10.41, standard deviation age = 0.49), who were taught through a hybrid TGfU/SE unit or a more traditional teacher-centred format within a pre-intervention/post-intervention quasi-experimental design. The hybrid unit was designed according to the characteristics of SE, while learning tasks were designed to integrate the pedagogical principles of TGfU. A 2 (pedagogical model) × 2 (test-time) × 2 (gender) multivariate analysis of variance was performed to detect between-groups and within-group differences. Significant differences in student motivation were observed for both boys and girls who participated in the hybrid TGfU/SE unit in both analyses across all motivational outcomes. Despite the existence of social stereotypes in terms of physical activity, teachers’ use of hybrid TGfU/SE units promotes an autonomy-supportive, inclusive, and equitable learning environment where all students, regardless of their gender and/or content focus of the unit and have opportunities to increase their engagement, enjoyment, and social interactions within physical education lessons.

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

This study aims to develop a sailing simulation-based therapeutic rehabilitation program for individuals with Spinal Cord Injuries (SCI) during the subacute phase of the injury.Participants were 11 patients, aged between 20-56 years (Significant improvements were obtained in the experimental group in the mobility and balance variables, and in the global result of QoL.The sailing simulation program, included as a therapy within the rehabilitation process after a SCI, provides participants with an overall increase in QoL and functionality.IMPLICATIONS FOR REHABILIATIONVirtual reality is a therapy that can be part of the rehabilitation process of spinal cord injuries in the acute phase, improving functional capacity.The initiation to recreational sailing in a virtual way is a safe tool for the initiation to the practice of sports.The practice of a dynamic sport, such as sailing, helps to improve the quality of life in spinal cord injuries.

The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

This study, grounded in Self-Determination Theory (Deci and Ryan, 1985, 2002) was aimed to determine the influence of a cognitive-motivational intervention program, to improve the basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment, in youth volleyball players. Participants included 34 Under-19 female volleyball players. A quasi-experimental design was carried out with an experimental group (n = 16; M = 17.45; SD = .45) and a control group (n = 18; M = 16.64; SD = .70). The experimental group followed a multidimensional intervention program comprised of 24 sessions held over three months (two training sessions per week). It was based on two strategies: giving athletes the possibility of choice in specific training tasks (proposing training situations with several action alternatives) and questioning (cognitively involving players through tactical questions). A repeated-measures MANOVA 2 (group: experimental and control) x 2 (time: pre-test and post-test) was used to analyse the effect of Group x Time interaction. The results of the inter-group analysis showed significant differences in the post-test measurement between the experimental group and the control group (in favour of the experimental group) in the variables: basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment. Given the relevance of the cognitive-motivational processes, not only for performance but also for sport commitment, this intervention has important implications for sport coaching.

Studies examining student motivation levels suggest that this is a significant factor in students’ engagement in physical education and may be positively affected when teachers employ alternative pedagogical models such as game-centered approaches (GCAs). The aim of this study was to investigate changes in self-determined motivation of students as they participated in a GCA-basketball unit taught using the Tactical Games Model (TGM). Participants were 173 students (84 girls), 79 middle school (45 girls) and 94 (39 girls) elementary school students from four seventh and five fourth/fifth grade co-educational classes. Two teachers taught 32 (middle) and 33 (elementary) level one TGM basketball lessons. Need satisfaction and self-determined motivation data were collected using a previously validated instrument, while lesson context and teacher behavior data were recorded using systematic observation instruments. Repeated measures MANOVAs were employed to examine pre-posttest differences. Results revealed a significant main effect for time in need satisfaction for both middle (relatedness increased) and elementary school students (autonomy decreased) and a significant main effect in self-determined motivation for middle school students only (introjected regulation, external regulation, and amotivation all increased). Approximately 48%/42% (middle/elementary) of lesson time was game play, 22%/22% skill practice, 17%/17% management, and 13%/19% knowledge. The primary teacher behaviors used were instruction, management, specific observation, corrective feedback and modelling. Results indicate that it is important for future research to pay greater attention to the contextual factors associated with the application of the TGM, such as the students’ previous exposure to TGM lessons, and the teachers’ training and experience in utilizing the TGM. Indeed, results of the present study demonstrate that a longer-term commitment to the TGM is necessary to reduce controlling teacher behaviors, which will lead to positive changes in students’ need satisfaction and self-determined motivation. Future research is therefore needed to embrace this challenge to provide an increased evidence-base for GCAs such as the TGM.

Grounded in Self-Determination Theory (SDT), this study aims to examine whether the effects of a hybrid Sport Education (SE)/Teaching Games for Understanding (TGfU) a volleyball teaching unit were equally effective on a set of SDT-related variables according to students&rsquo, initial motivations. A pre-experimental pre-/post-test design without a control group was conducted in a volleyball teaching unit in Physical Education. A final sample of 49 students (M = 15.50, SD = 0.57), in their fourth year of secondary education, participated in a hybrid SE/TGfU volleyball teaching unit composed of 10 lessons. The structure of this unit was designed according to the characteristics of an SE model, while learning tasks were designed using the TGfU model. Different validated questionnaires on basic psychological need (BPN) support and satisfaction, novelty and variety satisfaction, motivation, and intention to be physically active were completed by students. Three different profiles with different Relative Autonomy Index (RAI) levels (i.e., &ldquo, high&rdquo, &ldquo, moderate&rdquo, and &ldquo, low&rdquo, ) were identified through cluster analysis before starting the intervention. Although the SE/TGfU of a volleyball teaching unit were effective in improving SDT-related variables in the three profiles identified, a large effect size was observed in profiles with a &ldquo, or &ldquo, RAI. The hybridization of these two pedagogical models could be a tool for improving motivational outcomes in students who are less motivated in Physical Education lessons.

Background This study has analyzed the impact of applying a decision training program, in which video-feedback and questioning were used, on the development of decision-making, skill execution and procedural knowledge in basketball players. Methods Participants were eleven male players aged between 12 and 13 years old (Mage = 12.75, SDage = .65), who were assigned to an experimental or control group within a pre-test/intervention test/retention test quasi-experimental design. The decision training program was applied over 11 weeks. Throughout this intervention, players had to analyze the causes and reasons for the decision made, using video feedback and questioning to this end. Decision-making and skill execution variables were analyzed using the French & Thomas (1987) observation instrument, while a validated questionnaire was used to assess procedural knowledge in basketball. Results The results reported that sport expertise improved in players from the experimental group, who had significantly higher intervention test scores for successful decisions and skill executions when compared to players in the control group. In the intra-group analysis, the experimental group significantly improved in the intervention test compared to the pre-test, in terms of some of the variables of decision-making, skill execution and procedural knowledge. Discussion These results reinforce the idea of including cognitive tools in training, such as video-feedback and questioning, to improve sport expertise in players’ formative stages, and presumably to improve their performance whilst maintaining decision training throughout time.

The aim of the study was to compare the procedural knowledge of expert and novice volleyball players, considering that the expert cognitive profile can be used as a reference in the tactical training process of players. The participants in this study included 8 experts and 11 novices. McPherson and Thomas’ verbal protocol instrument was used to access the players’ tactical knowledge. The results showed significant differences, with higher mean values in experts, in the condition and regulatory concepts, and in the hierarchies of goals related to themselves and opponents. Coaches must pay attention on increasing the amount of elements to analyse related to the environment, in order to improve players’ tactical training process in the service action. Athletes need to be taught on prioritize the most relevant elements of the environment. When training the serve, the areas of responsibility, strengths and weaknesses of each receiver must be assessed, as well as the influence of the serve on the construction of the opponent’s attack.

Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students&rsquo, motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students (Mage = 15.50, SDage = 0.57) who were taught through a hybrid TGfU/SE unit. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed by using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students&rsquo, motivational responses. After the hybrid TGfU/SE unit, both quantitative and qualitative findings showed improvements in students&rsquo, perceptions of need-support from the physical education (PE) teacher, basic psychological needs satisfaction, novelty, and variety satisfaction, as well as intrinsic motivation compared to baseline values. Although the hybrid TGfU/SE unit was effective in both genders, a large effect size was found for girls. Despite the existence of social and cultural stereotypes in team sports such as volleyball in favor of boys, results highlight the importance of developing hybrid TGfU/SE units to improve students&rsquo, motivational outcomes, especially in girls.

Purpose: This study analysed the effects of a training intervention programme using principles of Non-Linear Pedagogy (NLP) on the decision making (DM) and performance behaviours (P) of youth footballers.\ud \ud Method: 19 footballers (U12 yrs) participated in 14 training sessions, spread over three phases: Pre-intervention, Intervention, Retention. The intervention was based on Small-Sided and Conditioned Games. We assessed progress during the intervention phase at two different points: intermediate and final. The GPET instrument was used to analyse the DM and P during the completion of 3208 passes in the intervention.\ud \ud Results: Results shown significant improvements in the DM and P after the intermediate and final points of the acquisition phase. Moreover, significantly higher values were also obtained in both variables in the retention, compared to the pre-intervention phase.\ud \ud Conclusion: Results indicated that the NLP intervention programme was effective in improving both aspects of team games performance in youth players, with effects consolidated over time.

Lack of physical activity is one of the major causes for obesity and functional disability in the elderly. Including regular exercise in the elderly’s lifestyle is not an easy task. The main objective was to analyse the effect of a motivational resistance-training programme on satisfying the individual’s psychological needs, level of self-determination and body composition. A quasi-experimental study was performed with 47 volunteers (29 females, 18 males) of 67–75 years of age, divided into two groups: experimental (n = 27) and control (n = 20). A 12-week intervention programme was performed, with a total of 36 sessions. The results of the inter-group analysis indicated significant differences in the post-test measurement between the experimental group and the control group (in favour of the experimental group) regarding basic psychological needs. The experimental group, in comparison to the control group, significantly decreased their percentage of fat mass and increased muscle mass. Body weight and BMI values increased in the control group, while significantly decreasing in the experimental group. In conclusion, the motivational resistance-training programme in the elderly gave rise to positive significant changes at the physical, psychological and social levels, according to the definition of health by the World Health Organization.

espanolIntroduccion: el equilibrio es crucial para el desempeno de actividades de la vida diaria como la bipedestacion o la marcha. La actividad fisica y la composicion corporal son algunos de los factores intrinsecos modificables mas importantes que influyen en el equilibrio. Objetivo: analizar la influencia del nivel de actividad fisica (PAL) y de diferentes variables corporales sobre el control postural de adultos varones. Metodos: estudio observacional, transversal, con 63 varones de entre 25 y 60 anos, con indice de masa corporal (IMC) entre 18 y 35 kg/m2. Se midieron variables antropometricas (i.e., peso, IMC, perimetro de cintura), de composicion corporal y de su distribucion (i.e., porcentaje de masa grasa de piernas: %MGP, androide: %MGA y total: %MGT), de actividad fisica (PAL) y de control postural (i.e., ratio somatosensorial: SOT-SOM). Se utilizo una regresion lineal multiple para evaluar la relacion de todas las variables con la SOT-SOM. Resultados: los resultados de este estudio muestran una correlacion entre %MGT (r = -0,384, p = 0,002), %MGA (r = -0,421, p = 0,001) y PAL (r = 0,291, p = 0,021) con la SOT-SOM. Ademas, los individuos clasificados como obesos (%MGT ≥ 28) obtuvieron peores puntuaciones en la SOT-SOM que los individuos no obesos (97,33 ± 2,52 vs. 96,37 ± 1,54; p = 0,013) y los individuos clasificados como activos (PAL ≥ 1,4) obtuvieron mejores puntuaciones en la SOT-SOM que los individuos sedentarios (97,13 ± 2,33 vs. 96,18 ± 1,38; p = 0,035). Conclusiones: la masa grasa y el PAL parecen influir a nivel propioceptivo en el control postural, siendo el perimetro de cintura la variable que mas predice la SOT-SOM. EnglishIntroduction: balance is very important in order to perform daily physical activities as standing or walking. Both physical activity and body composition are some of the most important adjustable intrinsic factors influencing balance. Objective: to analyze the influence of physical activity level and different body variables on the postural control of male adults. Methods: observational, cross-sectional study with 63 men between 25 and 60 years of age, with body mass index (BMI) between 18 and 35 kg/m2. Anthropometric variables (e.g., weight, BMI, waist circumference), body composition and its distribution (e.g., percentage of total fat mass: TFM%, of the legs: LFM%, and android: AFM%), physical activity (PAL) and postural control (e.g., SOM ratio) were measured. Multiple linear regression was used to evaluate the relationship of all variables with the SOM ratio. Results: the results of this study show a correlation between TFM% (r = -0.384, p = 0.002), AFM% (r = -0.421, p = 0.001) and PAL (r = 0.291, p = 0.021) with the SOM ratio. In addition, individuals classified as obese (TFM% ≥ 28) scored worse on SOM ratio than non-obese individuals (97.33 ± 2.52 vs 96.37 ± 1.54, p = 0.013), and individuals classified as active (PAL ≥ 1.4) scored higher on SOM ratio than sedentary individuals (97.13 ± 2.33 vs 96.18 ± 1.38; p = 0.035). Conclusions: the fat mass and PAL seem to influence proprioceptively on postural control, being the waist circumference the variable that predicts SOM ratio the most.

Trabajo financiado por: Gobierno de Extremadura. Ayuda del Programa de Formacion de Personal Investigador Ministerio de Ciencia e Innovacion. Proyecto DEP2011-27503 (I+D+i)

To optimize players' tactical abilities, coaches need to design training sessions with representative learning tasks, such as, small-sided games. Moreover, it is necessary to adapt the complexity of the tasks to the skill level of the athletes to maximally improve their perceptual, visual and attentive abilities. The objective of this study was to analyze the effect of two teaching programs, each utilizing modified games with varied levels of opposition, on decision-making and action execution in young players with different levels of sports expertise. 19 football players (U12), separated into two ability groups (Average versus Low skill-level), participated in a series of training sessions that were spread over 4 phases: Pre-intervention 1, Intervention 1 (teaching program based on modified games with numerical superiority in attack), Pre-intervention 2 and Intervention 2 (teaching program based on modified games with numerical equality). Each intervention phase lasted 14 sessions. Decision-making and the execution of pass action during league matches over the same period were evaluated using the Game Performance Evaluation Tool (GPET). The Average skill-level group showed significant differences after the first intervention in decision-making and execution of the pass action (decision-making, p = .015; execution, p = .031), but not after the second intervention (decision-making, p = 1.000; execution, p = 1.000). For the Low skill-level group, significant differences were only observed in the execution of passing between the first and last phases (p = .014). These findings seem to indicate that for groups with an average level of expertise, training with numerical superiority in attack provides players with more time to make better decisions and to better execute actions. However, for lower-level groups programs may take longer to facilitate improvement. Nevertheless, numerical equality did not result in improvement for either group.

The Teaching Games for Understanding (TGfU) and Sport Education (SE) pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher's utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students' perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active). A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of the sport to practice, and therefore greater enjoyment and to be physically active.