Influence of teaching games for understanding on game performance, knowledge, and variables related to adherence in youth sailing
Purpose: To determine whether a TGfU intervention improved participants’ decision-making, skill execution, game performance, game involvement, game knowledge, enjoyment, perceived competence, and intention to continue practicing sailing. Method: Participants were 19 sailors (age: M = 8.44, SD = 1.24...
| Autores: | , |
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| Tipo de documento: | artigo |
| Data de publicação: | 2017 |
| País: | España |
| Recursos: | Universidad Católica San Antonio de Murcia (UCAM) |
| Repositório: | RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia |
| OAI Identifier: | oai:repositorio.ucam.edu:10952/10184 |
| Acesso em linha: | http://hdl.handle.net/10952/10184 |
| Access Level: | Acceso aberto |
| Palavra-chave: | TGfU GPAI Youth sport Sport pedagogy Sailor Optimist |
| Resumo: | Purpose: To determine whether a TGfU intervention improved participants’ decision-making, skill execution, game performance, game involvement, game knowledge, enjoyment, perceived competence, and intention to continue practicing sailing. Method: Participants were 19 sailors (age: M = 8.44, SD = 1.24 years old). This study followed a mixed-methods approach. The children participated in 12 TGfU intervention sessions and 2 prepost assessment sessions. We designed and validated the sessions, and the coach was trained in TGfU. Data were collected using GPAI during an Olympic triangle race, an ad hoc knowledge questionnaire, two psychological scales, and interviews of children and coach. Results: Statistically significant improvements were found in decision-making, Δ = 3.97, skill execution, Δ = .43, game performance, Δ = 5.34, and game involvement, Δ = 7.89. Discussion/Conclusion: The results support TGfU may serve to sail training in youth sport. Sailing coaches now have a teaching-learning framework that determines “what” and “how” the tasks must be, the feedback, and participant and coach behavior. |
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