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Purpose: The purpose of this study was to investigate teacher and students' perspectives on their experiences within three consecutive hybrid sport education and cooperative learning pedagogical model units. Method: Fifty elementary school students (M[subscript age] = 10.52; SD[subscript age] = 0.39) and a 36-year-old male teacher participated in three consecutive hybrid cooperative learning/sport education units (24 lessons). Semistructured interviews were conducted to gather data and gain a rich, insiders' perspective of their experiences. Results: Three main themes (including several subthemes) were generated from the data analysis--students' enthusiasm and involvement (autonomy support, motivation, and engagement); students' learning (technical-tactical learning, cooperative skills, and social learning); and teacher challenges. Conclusions: Findings from the current study showed that a teacher's use of three consecutive hybrid sport education/cooperative learning pedagogical model units promoted a learning environment where students were involved in authentic sport experiences that fostered the development of students' learning across all domains.

Purpose: The purpose of this study was to investigate teacher and students' perspectives on their experiences within three consecutive hybrid sport education and cooperative learning pedagogical model units. Method: Fifty elementary school students (Mage = 10.52; SDage = 0.39) and a 36-year-old male teacher participated in three consecutive hybrid cooperative learning/sport education units (24 lessons). Semistructured interviews were conducted to gather data and gain a rich, insiders' perspective of their experiences. Results: Three main themes (including several subthemes) were generated from the data analysis: students' enthusiasm and involvement (autonomy support, motivation, and engagement); students' learning (technical–tactical learning, cooperative skills, and social learning); and teacher challenges. Conclusions: Findings from the current study showed that a teacher's use of three consecutive hybrid sport education/cooperative learning pedagogical model units promoted a learning environment where students were involved in authentic sport experiences that fostered the development of students' learning across all domains. [ABSTRACT FROM AUTHOR]

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.

In contrast to the traditional direct instruction pedagogical model, the teaching games for understanding (TGfU) model emphasizes the development of cognitive factors (i.e. tactical knowledge and decision-making) in the development of sport expertise. However, despite some TGfU-focused investigations demonstrating some positive learning outcomes for students, especially in terms of developing their tactical knowledge, more empirical support for TGfU is warranted. Consequently, the purpose of the study was to examine the effects of a TGfU soccer unit on the tactical knowledge development of middle school physical education (PE) students. Participants were 12 sixth grade students (n = 6 female) selected from four middle school PE classes who participated in a TGfU soccer unit taught by the lead author and teacher fidelity was established. A pre-test/middle-test/post-test quasi-experimental design was employed. A verbal protocol analysis (VPA) technique was applied to assess potential developments in students' tactical knowledge across the duration of the unit and was undertaken by participants acting like an ESPN sports announcer, providing live in-situ commentary on the activities of one player as they participated in the game. The interview commentaries were transcribed and coded using established protocols at three levels of analysis: conceptual content, conceptual sophistication, and conceptual structure. The Wilcoxon signed-rank test was applied to contrast the differences between the measurements conducted (pre-mid-post). Findings confirmed the effectiveness of the TGfU unit in developing adaptations to long-term memory that improved the quality of the students' tactical knowledge at all three levels of analysis (conceptual content, sophistication, and structure). Given our results, we emphasize the need to use pedagogical models such as TGfU to increase students' capacity to evaluate game situations and develop their tactical reasoning. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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Copyright of Cultura, Ciencia y Deporte is the property of Cultura, Ciencia y Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the study was to determine how different variables of the setting action affect to the block participation in high level male volleyball. The study sample was comprised of a total of 2742 game actions, divided into 1371 setting actions and 1371 block actions, corresponding to the observation of the 24 matches of the third stage of the World Male Volleyball Championship, absolute category. The dependent variable was block participation (zero or one blocker, two blockers, three blockers). The independent variables were: setting zone (excellent, acceptable, unacceptable), type of set (standing set, jump set), setting technique (overhand set, forearm set), set's area (zone one, zone two, zone three, zone four, zone six) and tempo of set (first tempo, second tempo, third tempo). The result of this study showed that the variables setting zone, type of set, set's area and tempo of set, were predictors of the block participation. Thus, the decision-making of the setter in the setting action as well as the type, area and tempo of set, has high relevance in game, affecting to the block participation of the opposing team. [ABSTRACT FROM AUTHOR]

In the management of team sport competition, timeouts are one of the main tools of the coach to stop the game. It could be used on changing trends or the rhythm of the game, and also on providing relevant information to the players. So, it may have an important effect in sporting success. The main objective of the research was to analyse the use of timeouts (TO) in U-19 male volleyball teams, as well as the effect of the game on then, depending on the match score (winning-balanced, or losing). 171 timeouts, requested by coaches of the 21 teams participating in the U-19 male Spanish Championship 2012, were analysed. The variables considered in this study were: match score (TO requested when winning-balanced score or when losing); score difference (0-1 points, 2-3 points, 4 or more points); lost rallies (0-1 rallies, 2 rallies, ≥ 3 rallies); game period (initial moment of the set, final moment of the set); timeout effect (positive timeout effect and time out with no effect). The results showed that variables significantly associated with the TO request with different score (winning-balanced, losing) were: score difference, game period and timeout effect. Specifically, contributed positively to the association: TO request with winning-balanced score with the score difference of 0-1 points, with the final moments of the set and with the positive timeout effect; TO request with a losing score with the score difference of 4 or more points, in the initial moments of the set and with no effect of the timeout. This results could be taken into account in the process of team management in competition, in volleyball formative stages. [ABSTRACT FROM AUTHOR]

The aims of this research were, based on Self Determination Theory, to go further into the relationship between different cognitive and motivational variables that affect players' performance in training stages and to know their predictive power on performance. The study sample was composed of 134 U-16 volleyball players. The studied variables were: motivational (motivation and basic psychological needs), cognitive (procedural knowledge and decision making), and performance. The results showed a relationship between motivational and cognitive variables. Specifically, procedural knowledge correlated positively with intrinsic motivation and basic psychological needs of relatedness and competence and negatively with amotivation. Cognitive variables were the main predictors of players' performance. Intervention is suggested in order to improve cognitive processes due to their relevance in performance in volleyball training stages, taking into account motivational skills because of their relevance in players' formative process. [ABSTRACT FROM AUTHOR]

The main aim of the research was to determine the association between the in-gamerole and players' decision-making and performance of game actions in volleyball. A total of 3.262 actions were analyzed (708 serves, 625 receptions, 748 attacks, 710 blocks and 471 defenses), in the FIVB Volleyball Men's U21 World Championship (Russia, Argentina, China and Brazil) that took place in Mexico in 2015. The variables of the study were: in-game role of the player (setter, opposite, middle attacker, libero, and receiver-attacker), decision-making and performance of the game actions (serve, reception, attack, block and defense). The results showed significant association between: in-game role of the player and decision-making of the block, and the in-game role of the player and performance of the serve action. This information could be useful in the training process in volleyball, showing the convenience of improving the decision making of the middle attacker in blocking, and their performance in the serve action. [ABSTRACT FROM AUTHOR]

Objective: To share our experience in the surgery of so-called refractory hyperparathyroidism (secondary and tertiary without response to therapy with calcitriol)., Material and Methods: Retrospective study based on 41 patients-5 with secondary and 6 with tertiary hyperparathyroidism-referred by nephrology for surgical evaluation of their illness because of poor response to the medical treatment given., Results: In 18 of the 41 cases we used the fast or turbo intra-operative PTH with reduction of more than 60 % in all patients. In the group in whom normal PTH was performed, we registered 2 secondary hyperparathyroidisms with no significant decrease and persistence of symptoms. One of them was reoperated successfully., Discussion: Subtotal or total parathyroidectomy with reimplant represents the treatment of choice in refractory hyperparathyroidism with good results in most of the series reviewed.