Designing and Validating a Basketball Learning and Performance Assessment Instrument (BALPAI)

Adaptation and Validation of the Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) for Brazilian Physical Education Pre-Service Teachers

Constructivism is used as a powerful theoretical outlook to support teaching, learning, and curriculum in physical education and sport. The Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) is a valid instrument for assessing in-service teachers. However, there is a need to translate constructivist teaching practices for PE into other languages. This study examined the validity of the Portuguese version of the adapted CTPI-EPE for Brazilian physical education preservice teachers (PST). The sample comprised of 869 physical education PSTs from Brazil. Data were collected through an online form. Aiken's V was used to examine content validity, and Bayesian methods used for exploratory and confirmatory factor analysis. The results showed adequate content and internal structure of the translated and adapted questionnaire. This study highlighted the validity of the Portuguese version of the CTPI-EPE, which could be considered an important instrument for self-reflection by PSTs, and provide information for improved training in higher education toward constructivist teaching.

Ongoing Bidirectional Feedback between Planning and Assessment in Educational Contexts: A Narrative Review

Quality in education is one of the 17 goals in the United Nations' sustainable agenda for 2030, presupposing careful planning and assessment of learning. Traditional planning in sports education (either in training or school settings) largely adopts pre-determined learning sequences and temporal milestones that, in theory, enhance the learning process. However, learning is a context-dependent, non-linear process with considerable intra- and interindividual variability, whereby planning and assessment should also be non-linear. In this narrative review, the main findings suggest that the specific teaching or training contents and their relative (i.e., ordering or sequencing) and absolute timing (i.e., the specific time point where certain learning or adaptations are expected) should vary depending on the learners and the context. In a process-oriented perspective, this requires flexible planning and the establishment of ongoing bidirectional links between planning and assessment. In this framework, assessment should be a flexible, evolving, and daily pedagogical tool instead of a set of formal checkpoints. We further explored how planning and assessment could be linked to provide an ongoing feedback loop that respects the individuality of each learner and its context, and therefore hope this review helps bring about a change in current planning and assessment paradigms in sports education.

Design and Reliability of an Observational Framework to Evaluate the Individual Offensive Behavior in Youth Soccer-The INDISOC Tool

Despite the great development of match analysis in professional soccer during the last decade, very few studies have assessed the individual technical and tactical behaviors of youth soccer players. The purpose of this paper was to design and assess the reliability of an observational instrument to evaluate the INDIvidual offensive behavior in competitive 7 and 11-a-side SOCcer (INDISOC). A total of eight experts in soccer training and analysis were included in the design of the tool by means of meetings and exploratory observations. This process involved design and re-design steps of the INDISOC tool to its final format which includes twelve dimensions related to the spatial, technical, and tactical constraints of individual behavior in soccer. The unit of analysis was the individual ball possession (IBP), described as the time that starts when a player can perform an action with the ball, and which ends when the IBP for another player begins. In the INDISOC tool, the IBP is analyzed taking into account three temporal moments: (1) receiving the ball, (2) processing the ball, and (3) culminating the individual action. Inter-observer and intra-observer analyses were performed and the kappa (K) coefficients were calculated to test the instrument reliability. The K values showed optimal inter (7-a-side: 0.73-0.95; 11-a-side: 0.76-0.98) and intra-observer (7-a-side: 0.84-1;11-a-side: 0.79-1) reliability levels. These results support the notion that the INDISOC observational tool could be a suitable instrument for analyzing the individual offensive behavior in competitive youth (7-a-side), junior and senior (11-a-side) soccer.

Performance Differences in Male Youth Basketball Players According to Selection Status and Playing Position: An Evaluation of the Basketball Learning and Performance Assessment Instrument

The Basketball Learning and Performance Assessment Instrument (BALPAI) has been initially developed and evaluated to assess the performance of students or youth basketball players on the entry level. As it is currently the only observational instrument that allows an overall assessment of players’ in-game performance, it might represent a valuable tool for talent identification and development purposes. To investigate this potential field of application, this study aimed to evaluate the BALPAI regarding reliability and diagnostic validity when assessing youth basketball players within a competitive setting. The study sample comprised N = 54 male youth players (M_age = 14.36 ± 0.33 years) of five regional selection teams (Point Guards, PG: n = 19; Shooting Guards and Small Forwards, SG/SF: n = 21; and Power Forwards and Centers, PF/C: n = 14) that competed at the annual U15 national selection tournament of the German Basketball Federation (n = 24 selected; n = 30 non-selected). A total of 1997 ball-bound actions from five games were evaluated with BALPAI. The inter-rater reliability was assessed for technical execution, decision making, and final efficacy. The diagnostic validity of the instrument was examined via mean group comparisons of the players’ offensive game involvement and performance regarding both selection-dependent and position-dependent differences. The inter-rater reliability was confirmed for all performance-related components (κ_adj ≥ 0.51) while diagnostic validity was established only for specific the BALPAI variables. The selection-dependent analysis demonstrated higher offensive game involvement of selected players in all categories (p < 0.05, 0.27 ≤ Φ ≤ 0.40) as well as better performance in shooting and receiving (p < 0.05, 0.23 ≤ Φ ≤ 0.24). Within the positional groups, the strongest effects were demonstrated among PG (p < 0.05, 0.46 ≤ Φ ≤ 0.60). The position-dependent analysis revealed that PG are more involved in total ball-bound actions (p < 0.05; 0.34 ≤ Φ ≤ 0.53), passing (p < 0.001; 0.55 ≤ Φ ≤ 0.67), and dribbling (p < 0.05, 0.45 ≤ Φ ≤ 0.69) compared to players in other positions. Further differences between players according to selection status and playing position were not detected. The results of this evaluation indicate that the instrument, in its current form, is not yet applicable in competitive youth basketball. The findings highlight the importance of optimizing BALPAI for reliable and valid performance assessments in this context. Future studies should investigate the application of stricter and position-specific criteria to use the observational tool for talent identification and development purposes.

Analysis of the Actions of Net Zone Approach in Padel: Validation of the NAPOA Instrument

To carry out research that analyzes performance indicators through observational methodology, it is necessary to have validated tools. The purpose of this study was to design and validate a tool to ascertain the characteristics of the strokes that padel pairs use to reach the net and their consequences in the two subsequent shots of the game. Eleven experts, who had to meet four of the five inclusion criteria established by the researchers, participated in the process. Aiken’s V coefficient and confidence intervals were used to analyze content validity and Cronbach’s α coefficient to calculate reliability. The adequacy and wording of the sixteen variables initially designed were evaluated. Four variables were eliminated due to obtaining values <0.90 in Aiken’s V coefficient in adequacy. The rest of the variables were modified in their wording, according to the qualitative evaluations of the experts, or were considered correct. The reliability of the instrument was acceptable (α = 0.89). The NAPOA instrument is novel, as it is of interest to analyze the characteristics of the strokes that padel players use to achieve the offensive position.

Construct Validation of a New Instrument to Measure Declarative Tactical Knowledge in Basketball

Measuring basketball players' declarative tactical knowledge is relevant to the teaching and learning process. In this study we aimed to verify the construct validity and construct reliability of the Instrument for Measuring Declarative Tactical Knowledge in Basketball (IMDTK-Bb). We recruited 1,188 male basketball athletes aged 10-19 years old. We used confirmatory factor analysis with weighted least squares mean and variance estimator for construct validation and MacDonald´s omega for internal consistency. We established a final model with 17 scenes referring to the declarative tactical knowledge and type of action players used to solve game situations the scenes represented. The final model presented a good Comparative Fit Index (CFI = 1.000), Tucker-Lewis Index (TLI = 1.001) and Root Mean Square Error of Approximation (RMSEA = .000). The reliability index was .779. We conclude that the IMDTK-Bb has good construct validity and can be used in further research.

Learning Basketball Using Direct Instruction and Tactical Game Approach Methodologies

This study was to analyze and compare the learning acquired by the students in the sport of basketball in two different methodologies. The sample was composed of 40 students divided into two groups. The intervention programs had previously been validated. A descriptive analysis of the learning indicators, a t-test for independent samples to identify the differences between the methods, and a t-test for related samples to analyze the differences in each group were performed. There are differences between the performance profiles of students in the Direct Instruction in Basketball program and those in the Tactical Game in Basketball program in nine variables. Significant differences are found in the situations of dribbling, shooting, passing and movement, spacing, off-ball defense, and help and in the performance indicator for decision making, execution, and total, which are favorable to the Tactical Game in Basketball program. The students of the Direct Instruction in Basketball program only improved in three variables after the program, while the Tactical Game in Basketball students improved in thirteen variables. It is recommended that the teachers at the schools use the Tactical Game in Basketball methodology for their basketball teaching lessons, because student learning is better than in the Direct Instruction in Basketball program.

Decision-Making Skills in Youth Basketball Players: Diagnostic and External Validation of a Video-Based Assessment

Decision-making is a central skill of basketball players intending to excel individually and contribute to their teams’ success. The assessment of such skills is particularly challenging in complex team sports. To address this challenge, this study aimed to conceptualize a reliable and valid video-based decision-making assessment in youth basketball. The study sample comprised youth basketball players of the German U16 national team (n = 17; M_Age = 16.01 ± 0.25 years) and students of a sports class (n = 17; M_Age = 15.73 ± 0.35 years). Diagnostic validity was tested by determination of the performance levels according to response accuracy as well as response time in the assessment. External validity was examined by investigation of the correlation between the diagnostic results of the elite athletes and their real game performance data associated with passing skills. Logistic regression analysis revealed that the diagnostic results discriminate between performance levels (χ²(2) = 20.39, p < 0.001, Nagelkerke’s R² = 0.60). Multiple regression analysis demonstrated a positive relationship between the diagnostic results and assists (F(2,10) = 4.82, p < 0.05; R² = 0.49) as well as turnovers per game (F(2,10) = 5.23, p < 0.05; R² = 0.51). However, no relationship was detected regarding the assist-turnover ratio. Further, response time discriminated within the elite athletes’ performance data but not between performance levels while for response accuracy the opposite is the case. The results confirm the diagnostic and external validity of the assessment and indicate its applicability to investigate decision-making skills in youth basketball.

Design, Validation, and Reliability of an Observational Instrument for Technical and Tactical Actions in Singles Badminton

Technical and tactical actions are decisive in terms of badminton player competitive performance. The main objective of this research was to design, validate, and estimate the reliability of an observational instrument for the analysis of the tactical and technical actions in individual badminton. The process was carried out in four different steps: first, there was a review of the scientific literature and a preliminary list of variables was made; second, a qualitative and quantitative assessment was completed by 10 badminton expert judges; in the third step, the content validity was estimated using Aiken’s V coefficient; finally, intra-observer reliability and interobserver reliability were tested by two observers specialized in badminton using the Cohen’s Kappa coefficient and the intraclass correlation coefficient. Strokes were used as the unit of measure by our observational instrument; every time badminton players hit the shuttlecock, 22 variables (eight contextual variables, seven variables related to the result of the match, and seven variables related to the game) are observed. The minimum Aiken’s value was 0.58, and reliability was 0.63. In spite of these values, none of the variables had to be removed, but there were modifications in terms of drafting in some of them. The main findings confirmed the validity and the usefulness of this instrument.

Design and Validation of the Instrument for the Measurement of Learning and Performance in Football

The assessment of tactical-technical knowledge of football is essential to develop optimal and integral teaching processes for students. Therefore, the aim of this study was to design and validate an instrument so that teachers, coaches, and researchers can observe and codify both the tactical behaviors and technical skills performed by the students in the game of football. The design and validation of the instrument were carried out in four phases: a) review of the literature and previous instruments; b) design of the Instrument for the Measurement of Learning and Performance in Football (IMLPFoot). It assesses all the offensive and defensive play actions, with and without the ball, as well as their three components (decision-making, technical execution, and final result); c) sample selection of experts (N = 12); and d) quantitative (Likert-type scale from 1 to 10) and qualitative assessment of degree the pertinence, unambiguity, and importance of each of the 33 items included in the IMLPFoot. Aiken’s V coefficient was used to determine content validity. Likewise, internal consistency was calculated using Cronbach’s α coefficient. The results showed demanding levels of validity (V ≥ 0.77), internal consistency (α = 0.983), inter-rater, and intra-rater reliability. Therefore, it is a valid and reliable instrument that makes possible a complete assessment of football in physical education classes and/or in the sports context (out-of-school football).

I. VALIDACIÓN DE DOS PROGRAMAS DE INTERVENCIÓN PARA LA ENSEÑANZA DEL FÚTBOL ESCOLAR

El propósito del estudio fue validar dos programas de intervención, correspondientes a dos unidades didácticas realizadas cada una en base a dos metodologías diferentes: Direct Instruction (ID) y Tactical Games Approach (TGA), para la enseñanza del fútbol escolar. Se diseñaron dos programas de intervención semejantes con el mismo número de tareas, sesiones, fases de juego, contenidos y objetivos. En el proceso de validación participaron 13 jueces expertos. La validez de contenido se calculó mediante el coeficiente de V de Aiken y sus intervalos de confianza. Para la consistencia interna se empleó el coeficiente de ? de Cronbach. Ninguna de las tareas que componen los programas de intervención fue eliminada al superar el valor crítico exacto (V ? .69). La consistencia interna de las tareas fue excelente (? = .97). Por tanto, ambos programas de intervención son válidos y fiables para la enseñanza del fútbol escolar, así como para comparar los efectos de ambas metodologías.

Development of a Knockout Competition in Basketball: A Study of the Spanish Copa del Rey

Performance in basketball has been widely studied with regard to the results of the game using competition statistics. Few studies have analyzed the play process from a dynamic viewpoint regarding tactical actions and styles of play. The general objective of this research was to analyze the development in the styles of play of the teams participating in the Spanish Copa del Rey by studying the development of ball possessions (from start to finish) and the styles of play (attack and defense phases). The specific aim was to identify the relations between how possessions end and the style of play, as well as the relation between the duration of possession and the action of shooting and efficacy of the possession. All the matches corresponding to the Spanish Copa del Rey in basketball in the seasons 2015/2016, 2016/2017, and 2017/2018 were analyzed, comprising a total of 3,865 possessions. To this end, two groups of variables were characterized, which made it possible to define play, the development of possession (start and finish), and the style of play (attack and defense phase). An exploratory and descriptive analysis of the situational variables, development of possession, and style of play was carried out to characterize the competition. The Chi-squared test and Cramer's V coefficient were used to estimate the association among the categorical variables, interpreting the association among the categories using contingency tables. The results show a greater number of attacks in the final stages of the matches, with short possessions that end in baskets or rebounds, and positional attacks and individual half-court defenses predominating. There were more shots in positional attacks and more fouls in transitions. It also was apparent that the competition is developing from 1 year to another. The Spanish Copa del Rey competition changes from season to season, revealing slight modifications in the teams' styles of play, although there is stability in the fundamental play parameters, like the predominance of man-to-man defense, the duration of the attacks, and the use of screens. The style of play conditions the finalization of the possession.