Gender differences in the game behaviour in invasion games

Sport Education is an instruction model from the Anglo-Saxon context, whose main goals are to develop literate, enthusiastic and competent people. The aim of this study was to analyse the development of empathy, assertiveness and social relations that are usually attributed to this instructional mod...

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Detalles Bibliográficos
Autores: Gutiérrez Díaz del Campo, David, García López, Luis Miguel
Tipo de recurso: artículo
Fecha de publicación:2012
País:España
Institución:Universidad de Castilla-La Mancha
Repositorio:RUIdeRA. Repositorio Institucional de la UCLM
OAI Identifier:oai:ruidera.uclm.es:10578/9034
Acceso en línea:http://dx.doi.org/10.1080/17408989.2012.690379
http://hdl.handle.net/10578/9034
Access Level:acceso abierto
Palabra clave:Gender
Invasion games
Game behaviour
Physical Education
Games teaching
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spelling Gender differences in the game behaviour in invasion gamesGutiérrez Díaz del Campo, DavidGarcía López, Luis MiguelGenderInvasion gamesGame behaviourPhysical EducationGames teachingSport Education is an instruction model from the Anglo-Saxon context, whose main goals are to develop literate, enthusiastic and competent people. The aim of this study was to analyse the development of empathy, assertiveness and social relations that are usually attributed to this instructional model. Sport Education was implemented in an intact group of 21 subjects (10 boys and 11 girls) aged 10-11 years for 18 sessions, assessing variables using test-retest. The Empathy Questionnaire, Children?s Assertiveness Behaviour Scale and a Sociometric questionnaire were applied. Different ANOVA were conducted and results showed that the group did not improve its empathy, assertiveness, aggressiveness, positive friends or negative friends. However, significant differences were found in reducing passive behaviour in the whole group, aggressiveness in some roles and negative friends among girls. Significant differences were also found in increasing positive friends among the components of each team.Taylor & Francis online201620162012info:eu-repo/semantics/articleapplication/macwriteiiapplication/pdfhttp://dx.doi.org/10.1080/17408989.2012.690379http://hdl.handle.net/10578/9034reponame:RUIdeRA. Repositorio Institucional de la UCLMinstname:Universidad de Castilla-La ManchaInglésinfo:eu-repo/semantics/openAccessoai:ruidera.uclm.es:10578/90342026-05-27T07:36:41Z
dc.title.none.fl_str_mv Gender differences in the game behaviour in invasion games
title Gender differences in the game behaviour in invasion games
spellingShingle Gender differences in the game behaviour in invasion games
Gutiérrez Díaz del Campo, David
Gender
Invasion games
Game behaviour
Physical Education
Games teaching
title_short Gender differences in the game behaviour in invasion games
title_full Gender differences in the game behaviour in invasion games
title_fullStr Gender differences in the game behaviour in invasion games
title_full_unstemmed Gender differences in the game behaviour in invasion games
title_sort Gender differences in the game behaviour in invasion games
dc.creator.none.fl_str_mv Gutiérrez Díaz del Campo, David
García López, Luis Miguel
author Gutiérrez Díaz del Campo, David
author_facet Gutiérrez Díaz del Campo, David
García López, Luis Miguel
author_role author
author2 García López, Luis Miguel
author2_role author
dc.subject.none.fl_str_mv Gender
Invasion games
Game behaviour
Physical Education
Games teaching
topic Gender
Invasion games
Game behaviour
Physical Education
Games teaching
description Sport Education is an instruction model from the Anglo-Saxon context, whose main goals are to develop literate, enthusiastic and competent people. The aim of this study was to analyse the development of empathy, assertiveness and social relations that are usually attributed to this instructional model. Sport Education was implemented in an intact group of 21 subjects (10 boys and 11 girls) aged 10-11 years for 18 sessions, assessing variables using test-retest. The Empathy Questionnaire, Children?s Assertiveness Behaviour Scale and a Sociometric questionnaire were applied. Different ANOVA were conducted and results showed that the group did not improve its empathy, assertiveness, aggressiveness, positive friends or negative friends. However, significant differences were found in reducing passive behaviour in the whole group, aggressiveness in some roles and negative friends among girls. Significant differences were also found in increasing positive friends among the components of each team.
publishDate 2012
dc.date.none.fl_str_mv 2012
2016
2016
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://dx.doi.org/10.1080/17408989.2012.690379
http://hdl.handle.net/10578/9034
url http://dx.doi.org/10.1080/17408989.2012.690379
http://hdl.handle.net/10578/9034
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/macwriteii
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis online
publisher.none.fl_str_mv Taylor & Francis online
dc.source.none.fl_str_mv reponame:RUIdeRA. Repositorio Institucional de la UCLM
instname:Universidad de Castilla-La Mancha
instname_str Universidad de Castilla-La Mancha
reponame_str RUIdeRA. Repositorio Institucional de la UCLM
collection RUIdeRA. Repositorio Institucional de la UCLM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.223283

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