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Sannicandro I, Agostino S, Abate Daga M, Veglio F, Abate Daga F. Developing the Physical Performance in Youth Soccer: Short-Term Effect of Dynamic-Ecological versus Traditional Training Approach for Sub-Elite U13 Players-An Ecological Exploratory Cluster Randomised Trial. J Funct Morphol Kinesiol 2024; 9:83. [PMID: 38804449 PMCID: PMC11130894 DOI: 10.3390/jfmk9020083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/26/2024] [Revised: 04/22/2024] [Accepted: 04/30/2024] [Indexed: 05/29/2024] Open
Abstract
Currently, research in youth soccer consists of methodological choices that can raise activity volumes and exercise intensity to promote proper training for youth soccer demands. Therefore, the present cluster randomised trial aims to evaluate the effects of the dynamic-ecological approach on the physical performance parameters compared with a traditional one in a group of sub-elite U13 players. Thirty-five male children (age 12.16 ± 0.55 years; weight 45.59 ± 7.15 kg; height 145.5 ± 4.2 cm; BMI 15.8 ± 2.1 kg·m-2) were recruited for this trial from two teams belonging to sub-elite soccer schools and randomly assigned to a dynamic-ecological approach (DEA) or a traditional training (TTG) group. The training program lasted six weeks and consisted of 18 training sessions of 90 min each (3 sessions per week). The sample was evaluated by the standing long jump (SLJ), hop test (HT), 10 m sprint (10 m), 10 × 5 m shuttle run test (SRT), and leg raise test (LR). The DEA group showed significantly higher results in the SLJ (p < 0.001), HT left leg (p < 0.001), 10 m sprint (p < 0.001), and SRT (p < 0.001). In conclusion, the dynamic-ecological approach provides higher performance adaptations. Therefore, this approach can be considered a suitable method to optimise pre-pubertal player training, mainly when no fitness or strength coach is available.
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Affiliation(s)
- Italo Sannicandro
- Department of Experimental and Clinical Medicine, University of Foggia, 71121 Foggia, Italy;
| | - Samuel Agostino
- Department of Medical Sciences, University of Turin, 10124 Turin, Italy; (S.A.); (M.A.D.); (F.V.)
| | - Massimiliano Abate Daga
- Department of Medical Sciences, University of Turin, 10124 Turin, Italy; (S.A.); (M.A.D.); (F.V.)
| | - Franco Veglio
- Department of Medical Sciences, University of Turin, 10124 Turin, Italy; (S.A.); (M.A.D.); (F.V.)
| | - Federico Abate Daga
- Department of Clinical and Biological Sciences, University of Turin, 10124 Turin, Italy
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Activating Specific Handball’s Defensive Motor Behaviors in Young Female Players: A Non-Linear Approach. CHILDREN 2023; 10:children10030469. [PMID: 36980027 PMCID: PMC10046937 DOI: 10.3390/children10030469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Revised: 02/08/2023] [Accepted: 02/18/2023] [Indexed: 03/02/2023]
Abstract
Traditional models to train and teach young players in team sports assume that athletes learn as linear systems. However, an actual methodology called Non-Linear Pedagogy (NLP) accounts for the fact that the players and the team are complex dynamic systems. Experiences in handball under this methodology are scarce; due to this, an observational study has been conducted with a follow-up, idiographic and multidimensional design, in which 14 female school handball players belonging to four different local teams in Santiago, Chile (age = 15.55 + 0.51) agreed to participate in three special handball training sessions with the use of the NLP methodology where three different constraints were used. Descriptive analysis with the Chi-squared test showed a total of 252 observations where most of the variables were dependent on the constraints (p ≤ 0.001). Frequency showed that mainly “Defense in Line of progression” and “Proximal contact” were the most activated variables, followed by “Harassment” and “Deterrence” for all constraints. However, only constraint 2 highly activated two collective motor behaviors, while the rest only did it with individual motor behaviors. It is concluded that the constraints used in training seem to be effective in activating a group of defensive handball motor behaviors, specifically those that are basic for female school handball players.
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Chow JY, Meerhoff LA, Choo CZY, Button C, Tan BSJ. The effect of nonlinear pedagogy on the acquisition of game skills in a territorial game. Front Psychol 2023; 14:1077065. [PMID: 36814665 PMCID: PMC9940013 DOI: 10.3389/fpsyg.2023.1077065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2022] [Accepted: 01/16/2023] [Indexed: 02/09/2023] Open
Abstract
Introduction Nonlinear Pedagogy (NP), underpinned by Ecological Dynamics, provides a suitable pedagogical approach for practitioners (e.g., Physical Educators, coaches) to encourage exploratory learning that is learner-centered even in Traditional Sporting Games (TSG) that could be represented by invasion or territorial-like games. NP involves the manipulation of constraints which form boundaries for interacting components to self-organize, facilitating the emergence of goal-directed behaviours. Key pedagogical principles relating to representativeness, manipulation of constraints, awareness of focus of attention instructions, task simplification and the functional role of noise can encourage exploratory learning that helps develop 21st century competencies. This is in contrast to a Linear Pedagogy (LP) approach that is more teacher-centered and focuses on repetition in practices to promote movement form consistency in enhancing the acquisition of movement skills. Little is known about the effectivity of NP in the learning and transfer of invasion games. The aims of this study were to: (a) determine the impact of NP on the teaching and learning of an invasion game in the Physical Education (PE) context; (b) examine the transferability of game skills to other games in the same game category (i.e., floorball as a territorial game in this study). Methods 224 (between 12 to 13 years old) students underwent a 10-week intervention program to learn to play an invasion game (football) with either a NP or LP approach (i.e., repetitive and prescriptive drills). Results Performance outcome data were measured during Pre, Post, Retention, Transfer test 1 (larger playing area) and Transfer test 2 (floorball). Significant improvements in several performance outcome and game play measures in football was observed for the NP condition. Fewer improvements in the same measures were found for the LP condition. Discussion Evidence for transfer of learning for NP was not as strong as anticipated although there was still some potential for encouraging transfer of learning. The key findings from this study further challenge the "one-size fits all" philosophy in the teaching of PE. Both LP and NP approaches would have a role to play in supporting teaching and learning which could be context dependent.
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Affiliation(s)
- Jia Yi Chow
- Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, Singapore,*Correspondence: Jia Yi Chow, ✉
| | - Laurentius A. Meerhoff
- Leiden Institute of Advanced Computer Science, Faculty of Mathematics and Natural Sciences, Leiden University, Leiden, Netherlands
| | - Corliss Zhi Yi Choo
- Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, Singapore
| | - Chris Button
- School of Physical Education, Sport and Exercise Sciences, Division of Sciences, University of Otago, Dunedin, New Zealand
| | - Benjamin Su-Jim Tan
- Physical Education and Sports Teacher Academy, Academy of Singapore Teachers, Ministry of Education, Singapore, Singapore
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Araújo D, Brito H, Carrilho D. Team decision-making behavior: An ecological dynamics approach. ASIAN JOURNAL OF SPORT AND EXERCISE PSYCHOLOGY 2022. [DOI: 10.1016/j.ajsep.2022.09.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Lewis G, Towlson C, Roversi P, Domogalla C, Herrington L, Barrett S. Quantifying volume and high-speed technical actions of professional soccer players using foot-mounted inertial measurement units. PLoS One 2022; 17:e0263518. [PMID: 35113962 PMCID: PMC8812977 DOI: 10.1371/journal.pone.0263518] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Accepted: 01/20/2022] [Indexed: 11/19/2022] Open
Abstract
AIMS The aims of the study were two-fold: i) examine the validity and reliability of high-speed kicking actions using foot-mounted inertial measurement unit's (IMU), ii) quantify soccer players within-microcycle and inter-positional differences in both the frequency and speed of technical actions. METHODS During the in-season phase (25 weeks) of the UK domestic season, 21 professional soccer player ball releases, high-speed ball releases and ball release index were analysed. Pearson product-moment correlation coefficient and confidence intervals were used to determine the validity between the systems, whilst a general linear mixed model analysis approach was used to establish estimated marginal mean values for total ball releases, high-speed ball releases and ball release index. RESULTS Good concurrent validity was observed for ball release velocity and high-speed kicks against a high-speed camera (r2- 0.96, CI 0.93-0.98). Ball releases, high-speed ball releases and ball release index all showed main effects for fixture proximity (p>0.001), playing positions (p>0.001) and across different training categories (p>0.001). The greatest high-speed ball releases were observed on a match-day (MD)+1 (17.6 ± 11.9; CI- 16.2 to 19) and MD-2 (16.8 ± 15; CI- 14.9 to 18.7), with MD+1 exhibiting the highest number of ball releases (161.1 ± 51.2; CI- 155.0 to 167.2) and ball release index (145.5 ± 45.2; CI- 140.1 to 150.9) across all fixture proximities. Possessions (0.3 ± 0.9; CI- 0.3 to 0.4) and small-sided games (1.4 ± 1.6; CI- 1.4 to 1.5), had the lowest values for high-speed ball releases with technical (6.1 ± 7.2; CI- 5.7 to 6.6) and tactical (10.0 ± 10.5; CI- 6.9 to 13.1) drills showing the largest high-speed ball releases. CONCLUSIONS The present study provides novel information regarding the quantification of technical actions of professional soccer players. Insights into absolute and relative frequency and intensity of releases in different drill types, provide practitioners with valuable information on technical outputs that can be manipulated during the process of planning training programmes to produce desired outcomes. Both volume and speed of ball release actions should be measured, when monitoring the technical actions in training according to fixture proximity, drill type and player position to permit enhanced training prescription.
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Affiliation(s)
- Glyn Lewis
- Performance and Medicine Department, Norwich City F.C., Norwich, United Kingdom
- Sport Science Department, University of Salford, Norwich, United Kingdom
| | - Christopher Towlson
- Department of Sport, Health and Exercise Science, University of Hull, Kingston upon Hull, United Kingdom
| | - Pietro Roversi
- Performance and Medicine Department, Norwich City F.C., Norwich, United Kingdom
| | - Chris Domogalla
- Performance and Medicine Department, Norwich City F.C., Norwich, United Kingdom
| | - Lee Herrington
- Sport Science Department, University of Salford, Norwich, United Kingdom
| | - Steve Barrett
- Sport Science, Performance Analysis, Research and Coaching (SPARC), PlayerMaker, London, United Kingdom
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McCalman W, Crowley-McHattan ZJ, Fransen J, Bennett KJM. Skill assessments in youth soccer: A scoping review. J Sports Sci 2021; 40:667-695. [PMID: 34967269 DOI: 10.1080/02640414.2021.2013617] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Talent identification in youth soccer is a complex decision-making process that requires selectors to judge an individual's future potential. While there has been considerable research into the performance characteristics of talented players, investigators have limited consensus on the best approach to assess soccer skills. Most of the research explains why we should measure skill instead of how we go about assessing skill. Therefore, the current scoping review aimed to synthesize and analyse skill assessments in youth soccer. Four electronic databases (EBSCO, ProQuest, PubMed, and Scopus) were searched for relevant studies. Information regarding the sample characteristics and methodological design of the skill assessments were extracted, synthesised, and presented in a qualitative analysis. Overall, 226 skill assessments were used across the 93 included studies. Male players from different ages (U/7-U/23) and playing levels comprised most (89%) of the collective sample. The majority of assessments were performed in settings not representative of football match-play (68%), focused on offensive skills (99%), and included skill outcome measures (95%). The variability of assessments highlights some confusion about the best way to assess soccer skill, potentially limiting selectors ability to identify skilful players. Ultimately, this will impact the number of quality players within the talent pool.
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Affiliation(s)
- William McCalman
- Faculty of Health, Discipline of Sport and Exercise Science, Southern Cross University, Coffs Harbour, Australia
| | - Zachary J Crowley-McHattan
- Faculty of Health, Discipline of Sport and Exercise Science, Southern Cross University, Coffs Harbour, Australia
| | - Job Fransen
- Human Performance Research Centre, School of Sport, Exercise and Rehabilitation, Faculty of Health, University of Technology Sydney, Sydney, Australia
| | - K J M Bennett
- Faculty of Health, Discipline of Sport and Exercise Science, Southern Cross University, Coffs Harbour, Australia
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Bergmann F, Gray R, Wachsmuth S, Höner O. Perceptual-Motor and Perceptual-Cognitive Skill Acquisition in Soccer: A Systematic Review on the Influence of Practice Design and Coaching Behavior. Front Psychol 2021; 12:772201. [PMID: 34925173 PMCID: PMC8675907 DOI: 10.3389/fpsyg.2021.772201] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2021] [Accepted: 10/31/2021] [Indexed: 02/03/2023] Open
Abstract
Facilitating players' skill acquisition is a major challenge within sport coaches' work which should be supported by evidence-based recommendations outlining the most effective practice and coaching methods. This systematic review aimed at accumulating empirical knowledge on the influence of practice design and coaching behavior on perceptual-motor and perceptual-cognitive skill acquisition in soccer. A systematic search was carried out according to the PRISMA guidelines across the databases SPORTDiscus, PsycInfo, MEDLINE, and Web of Science to identify soccer-specific intervention studies conducted in applied experimental settings (search date: 22nd November 2020). The systematic search yielded 8,295 distinct hits which underwent an independent screening process. Finally, 34 eligible articles, comprising of 35 individual studies, were identified and reviewed regarding their theoretical frameworks, methodological approaches and quality, as well as the interventions' effectiveness. These studies were classified into the following two groups: Eighteen studies investigated the theory-driven instructional approaches Differential Learning, Teaching Games for Understanding, and Non-linear Pedagogy. Another seventeen studies, most of them not grounded within a theoretical framework, examined specific aspects of practice task design or coaches' instructions. The Downs and Black checklist and the Template for Intervention Description and Replication were applied to assess the quality in reporting, risk of bias, and the quality of interventions' description. Based on these assessments, the included research was of moderate quality, however, with large differences across individual studies. The quantitative synthesis of results revealed empirical support for the effectiveness of coaching methodologies aiming at encouraging players' self-exploration within representative scenarios to promote technical and tactical skills. Nevertheless, "traditional" repetition-based approaches also achieved improvements with respect to players' technical outcomes, yet, their impact on match-play performance remains widely unexplored. In the light of the large methodological heterogeneity of the included studies (e.g., outcomes or control groups' practice activities), the presented results need to be interpreted by taking the respective intervention characteristics into account. Overall, the current evidence needs to be extended by theory-driven, high-quality studies within controlled experimental designs to allow more consolidated and evidence-based recommendations for coaches' work.
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Affiliation(s)
- Fynn Bergmann
- Institute of Sports Science, Eberhard Karls University Tübingen, Tübingen, Germany
| | - Rob Gray
- Human Systems Engineering, Arizona State University, Mesa, AZ, United States
| | - Svenja Wachsmuth
- Institute of Sports Science, Eberhard Karls University Tübingen, Tübingen, Germany
| | - Oliver Höner
- Institute of Sports Science, Eberhard Karls University Tübingen, Tübingen, Germany
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Chow JY, Komar J, Seifert L. The Role of Nonlinear Pedagogy in Supporting the Design of Modified Games in Junior Sports. Front Psychol 2021; 12:744814. [PMID: 34777136 PMCID: PMC8586551 DOI: 10.3389/fpsyg.2021.744814] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Accepted: 10/11/2021] [Indexed: 11/23/2022] Open
Abstract
Nonlinear Pedagogy has been advocated as an approach that views acquisition of movement skills with a strong emphasis on exploratory behaviors and the development of individualized movement skills. Underpinned by Ecological Dynamics, Nonlinear Pedagogy provides key ideas on design principles to support a teaching and learning approach that accounts for dynamic interactions among constraints in the evolution of movement behaviors. In the context of junior sports, the manipulation of task constraints is central to how games can be re-designed for children to play that are age and body appropriate so that the games can still capture the key elements of representativeness as compared to the adult form of the game. Importantly, these games offer suitable affordances that promote sensible play that could be transferable to other contexts. In this paper, we provide an in-depth discussion on how Nonlinear Pedagogy is relevant in supporting the design and development of modified games in the context of junior sports. Practical implications are also provided to share how games can be modified for meaningful play to emerge.
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Affiliation(s)
- Jia Yi Chow
- Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, Singapore
| | - John Komar
- Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, Singapore
| | - Ludovic Seifert
- CETAPS – EA 3832, Faculty of Sport Sciences, University of Rouen Normandy, Rouen, France
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9
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Zanin M, Ranaweera J, Darrall-Jones J, Weaving D, Till K, Roe G. A systematic review of small sided games within rugby: Acute and chronic effects of constraints manipulation. J Sports Sci 2021; 39:1633-1660. [PMID: 33956579 DOI: 10.1080/02640414.2021.1891723] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Small-sided games is a commonly used training method to develop technical, tactical and physical qualities concurrently. However, a review of small-sided games in rugby football codes (e.g. rugby union, rugby league) is not available. This systematic review aims to investigate the acute responses and chronic adaptations of small-sided games within rugby football codes considering the constraints applied. Four electronical databases were systematically searched until August 2020. Acute and chronic studies investigating rugby football codes small-sided games, with healthy amateur and professional athletes were included. Twenty studies were eventually included: 4 acute and 1 chronic in rugby union, 13 acute and 2 chronic in rugby league. Acute studies investigated task and individual constraints. Chronic studies showed that small-sided games would be an effective training method to improve physical performance. Current research in rugby football codes is heavily biased towards investigating how manipulating constraints can affect the physical characteristics of small-sided games, with limited literature investigating the effect on technical skills, and no studies investigating tactical behaviour. Future research is needed to evidence the effects of constraint manipulation on technical and tactical behaviour of rugby football players in small-sided games, in addition to physical characteristics.
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Affiliation(s)
- Marco Zanin
- Institute for Sport, Physical Activity and Leisure, Carnegie Applied Rugby Research Centre, Leeds Beckett University, West Yorkshire, Leeds, UK.,Performance Department, Bath Rugby Football Club, Bath, UK
| | - Jayamini Ranaweera
- Institute for Sport, Physical Activity and Leisure, Carnegie Applied Rugby Research Centre, Leeds Beckett University, West Yorkshire, Leeds, UK.,Performance Department, Bath Rugby Football Club, Bath, UK
| | - Joshua Darrall-Jones
- Institute for Sport, Physical Activity and Leisure, Carnegie Applied Rugby Research Centre, Leeds Beckett University, West Yorkshire, Leeds, UK
| | - Dan Weaving
- Institute for Sport, Physical Activity and Leisure, Carnegie Applied Rugby Research Centre, Leeds Beckett University, West Yorkshire, Leeds, UK.,Performance Department, Leeds Rhinos Rugby League Club, Leeds, UK.,Department of Sport Health, and Exercise Science, University of Hull, Hull, UK
| | - Kevin Till
- Institute for Sport, Physical Activity and Leisure, Carnegie Applied Rugby Research Centre, Leeds Beckett University, West Yorkshire, Leeds, UK.,Performance Department, Leeds Rhinos Rugby League Club, Leeds, UK
| | - Gregory Roe
- Institute for Sport, Physical Activity and Leisure, Carnegie Applied Rugby Research Centre, Leeds Beckett University, West Yorkshire, Leeds, UK.,Performance Department, Bath Rugby Football Club, Bath, UK
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10
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Williams AM, Ford PR, Drust B. Talent identification and development in soccer since the millennium. J Sports Sci 2020; 38:1199-1210. [DOI: 10.1080/02640414.2020.1766647] [Citation(s) in RCA: 38] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Affiliation(s)
- A. Mark Williams
- Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, USA
| | - Paul R. Ford
- School of Sport and Service Management, University of Brighton, Brighton, UK
| | - Barry Drust
- School of Sport, Exercise and Health Sciences, University of Birmingham, Birmingham, UK
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11
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Rudd JR, Crotti M, Fitton-Davies K, O’Callaghan L, Bardid F, Utesch T, Roberts S, Boddy LM, Cronin CJ, Knowles Z, Foulkes J, Watson PM, Pesce C, Button C, Lubans DR, Buszard T, Walsh B, Foweather L. Skill Acquisition Methods Fostering Physical Literacy in Early-Physical Education (SAMPLE-PE): Rationale and Study Protocol for a Cluster Randomized Controlled Trial in 5-6-Year-Old Children From Deprived Areas of North West England. Front Psychol 2020; 11:1228. [PMID: 32625143 PMCID: PMC7311787 DOI: 10.3389/fpsyg.2020.01228] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Accepted: 05/11/2020] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND There is a need for interdisciplinary research to better understand how pedagogical approaches in primary physical education (PE) can support the linked development of physical, cognitive and affective aspects of physical literacy and physical activity behaviors in young children living in deprived areas. The Skill Acquisition Methods fostering Physical Literacy in Early-Physical Education (SAMPLE-PE) study aims to examine the efficacy of two different pedagogies for PE, underpinned by theories of motor learning, to foster physical literacy. METHODS SAMPLE-PE will be evaluated through a cluster-randomized controlled trial targeting 5-6 year old children from schools located in areas of high deprivation in Merseyside, North-West England. Schools will be randomly allocated to one of three conditions: Linear Pedagogy, Non-linear Pedagogy, or Control. Non-linear and Linear Pedagogy intervention primary schools will receive a PE curriculum delivered by trained coaches over 15 weeks, while control schools will follow their usual practice. Data will be collected at baseline (T0), immediately post-intervention (T1), and 6 months after the intervention has finished (T2). Children's movement competence is the primary outcome in this trial. Secondary outcomes include physical activity, perceived competence, motivation, executive functions, and self-regulation. An extensive process evaluation will also examine implementation factors such as intervention context, reach, dose, fidelity and acceptability. DISCUSSION The SAMPLE-PE project will enable better understanding surrounding how to operationalise physical literacy through enrichment of PE practices in early PE. The study will provide robust scientific evidence regarding the efficacy of underpinning PE pedagogy with theories of motor learning to promote the development of physical literacy. TRIAL REGISTRATION Retrospectively registered on 5th September 2018 at ClinicalTrials.gov, a resource provided by the U.S. National Library of Medicine (Identifier: NCT03551366).
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Affiliation(s)
- James R. Rudd
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
- Institute for Health and Sport, Footscray Park Campus, Victoria University, Melbourne, VIC, Australia
| | - Matteo Crotti
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Katie Fitton-Davies
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Laura O’Callaghan
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Farid Bardid
- School of Education, University of Strathclyde, Glasgow, United Kingdom
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
| | - Till Utesch
- Institute for Sport and Exercise Sciences, University of Münster, Münster, Germany
| | - Simon Roberts
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Lynne M. Boddy
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Colum J. Cronin
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Zoe Knowles
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Jonathan Foulkes
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Paula M. Watson
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, Rome, Italy
| | - Chris Button
- School of Physical Education, Sport and Exercise Sciences, University of Otago, Dunedin, New Zealand
| | - David Revalds Lubans
- Priority Research Centre in Physical Activity and Nutrition, School of Education, The University of Newcastle, Callaghan, NSW, Australia
| | - Tim Buszard
- Institute for Health and Sport, Footscray Park Campus, Victoria University, Melbourne, VIC, Australia
| | - Barbara Walsh
- School of Sport Leisure and Nutrition, Liverpool John Moores University, Liverpool, United Kingdom
| | - Lawrence Foweather
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
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12
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Rudd JR, O'Callaghan L, Williams J. Physical Education Pedagogies Built upon Theories of Movement Learning: How Can Environmental Constraints Be Manipulated to Improve Children's Executive Function and Self-Regulation Skills? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:E1630. [PMID: 31083281 PMCID: PMC6539436 DOI: 10.3390/ijerph16091630] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/16/2019] [Revised: 05/06/2019] [Accepted: 05/07/2019] [Indexed: 11/16/2022]
Abstract
Physical education in schools has been marginalised across the globe, and as a result, children are missing out on opportunities to develop and acquire the foundation skills needed to lead a physically active life. The squeeze on physical education in schools, particularly in some western countries (United Kingdom, Australia and America), has been justified on the grounds that core subjects such as English and mathematics need more curriculum time, as this will lead to higher cognitive and academic performance. The aim of this paper is to highlight how physical education lessons in early childhood, underpinned by either of two major theories of motor learning, can support teachers in the creation of learning environments, as well as guide their pedagogical practice to facilitate children's development of key cognitive skills, in particular executive function and self-regulation skills. These skills are crucial for learning and development and have been found to be a higher predictor of academic achievement than IQ. They also enable positive behaviour and allow us to make healthy choices for ourselves and others, therefore providing further evidence that the development of movement skills has the potential to secure positive attitudes and outcomes towards physical activity across the lifespan.
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Affiliation(s)
- James R Rudd
- School of Sport Studies, Leisure and Nutrition, Liverpool John Moores University, Liverpool L176BD, UK.
| | - Laura O'Callaghan
- School of Sport Studies, Leisure and Nutrition, Liverpool John Moores University, Liverpool L176BD, UK.
| | - Jacqueline Williams
- Institute for Sport and Health, College of Sport and Exercise Science, Victoria University, 8001 Melbourne, Australia.
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