Abstract Introduction: Rhythmic Gymnastics (RG) is a sport with subjective judgment. Locus of control is the perception that an action or the result of an action is either on one’s control or out of one’s control. Purpose of the present study was to examine the way coaches and judges perceive the degree of control a coach has on athletes’ success in through their roles. Seventy-seven coaches and judges from Greece were the participants of the study. Perceived Locus of Control general in life and Perceived Locus of Control in athletic success were measured by questionnaires. Results showed that coaches and judges perceive that athletic success in RG is due basically to internal factors. Judges scored higher than coaches in internal Locus of Control in RG and judges with previous coaching experience scored lower in Locus of Control Chance Global than judges with no coaching experience and coaches. Locus of control in RG could be generally be predicted by locus of control globally.
{"title":"Perceived Locus of Control in Rhythmic Gymnastics by Coaches and Judges","authors":"E. Kosmidou, Evgenia Giannitsopoulou, M. Proios","doi":"10.1515/ssr-2015-0010","DOIUrl":"https://doi.org/10.1515/ssr-2015-0010","url":null,"abstract":"Abstract Introduction: Rhythmic Gymnastics (RG) is a sport with subjective judgment. Locus of control is the perception that an action or the result of an action is either on one’s control or out of one’s control. Purpose of the present study was to examine the way coaches and judges perceive the degree of control a coach has on athletes’ success in through their roles. Seventy-seven coaches and judges from Greece were the participants of the study. Perceived Locus of Control general in life and Perceived Locus of Control in athletic success were measured by questionnaires. Results showed that coaches and judges perceive that athletic success in RG is due basically to internal factors. Judges scored higher than coaches in internal Locus of Control in RG and judges with previous coaching experience scored lower in Locus of Control Chance Global than judges with no coaching experience and coaches. Locus of control in RG could be generally be predicted by locus of control globally.","PeriodicalId":115198,"journal":{"name":"Sport Science Review","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132116919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Evangelos Bekris, Aristotelis Gioldasis, I. Gissis, K. Anagnostakos, Mylonis Eleftherios
Abstract Hematological parameters affect the aerobic capacity which is considered as basic for technical and tactical development of soccer players. However, the hematological parameters such as hemoglobin (HBG), hematocrit (HCT), red blood cells (RBC), iron status and ferritin concentration, change throughout a season. Therefore, the current longitudinal study aimed to examine the changes of hematological parameters in professional soccer players throughout a 6-month period. The researchers examined 25 soccer players (25.7 ± 2.1) at the beginning of the preparation period, at the middle, and at the end of the preparation period, as well as at the competitive period. The results indicated that in the first part of the preparation period there was an increasing trend for all the hematological parameters. This trend developed significant increases at the end of the preparation period, which corresponds at the beginning of the competitive period. In summary, the current findings showed that the players improve and maintain their hematological values throughout the season because of aerobic training during preparation period.
{"title":"From Preparation to Competitive Period in Soccer: Hematological Changes","authors":"Evangelos Bekris, Aristotelis Gioldasis, I. Gissis, K. Anagnostakos, Mylonis Eleftherios","doi":"10.1515/ssr-2015-0011","DOIUrl":"https://doi.org/10.1515/ssr-2015-0011","url":null,"abstract":"Abstract Hematological parameters affect the aerobic capacity which is considered as basic for technical and tactical development of soccer players. However, the hematological parameters such as hemoglobin (HBG), hematocrit (HCT), red blood cells (RBC), iron status and ferritin concentration, change throughout a season. Therefore, the current longitudinal study aimed to examine the changes of hematological parameters in professional soccer players throughout a 6-month period. The researchers examined 25 soccer players (25.7 ± 2.1) at the beginning of the preparation period, at the middle, and at the end of the preparation period, as well as at the competitive period. The results indicated that in the first part of the preparation period there was an increasing trend for all the hematological parameters. This trend developed significant increases at the end of the preparation period, which corresponds at the beginning of the competitive period. In summary, the current findings showed that the players improve and maintain their hematological values throughout the season because of aerobic training during preparation period.","PeriodicalId":115198,"journal":{"name":"Sport Science Review","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131388716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Evangelos Bekris, Aristotelis Gioldasis, Vasilis Bekris, I. Gissis, Stergios Komsis, Ioannis Mitrousis
Abstract The purpose of the current study was to examine the relationship of kicking ball velocity with anthropometric and physiological parameters in soccer. Specifically, the researchers examined how the anthropometric variables such as body weight, body fat, body mass index, and body height, as well as the physiological variables such as running speed, lower body explosive strength, lower limb endurance, balance, and agility are related to ball velocity. Fifty eight U-12 male soccer players, sixty one U-14, forty three U-16, and thirty five adult male soccer players participated in this study. The results showed that ball velocity is related to both anthropometric and physiological factors differently according to the age of the players. It was also confirmed that ball velocity is an indicator of playing level. The key finding from this research was that ball velocity is related to the explosive strength parameters. Thus this relationship is an indicator that coaches and trainers have to take into account so as maximize the kicking potential of their players.
{"title":"The Relationship of Kicking Ball Velocity with Anthropometric and Physiological Factors in Soccer","authors":"Evangelos Bekris, Aristotelis Gioldasis, Vasilis Bekris, I. Gissis, Stergios Komsis, Ioannis Mitrousis","doi":"10.1515/ssr-2015-0009","DOIUrl":"https://doi.org/10.1515/ssr-2015-0009","url":null,"abstract":"Abstract The purpose of the current study was to examine the relationship of kicking ball velocity with anthropometric and physiological parameters in soccer. Specifically, the researchers examined how the anthropometric variables such as body weight, body fat, body mass index, and body height, as well as the physiological variables such as running speed, lower body explosive strength, lower limb endurance, balance, and agility are related to ball velocity. Fifty eight U-12 male soccer players, sixty one U-14, forty three U-16, and thirty five adult male soccer players participated in this study. The results showed that ball velocity is related to both anthropometric and physiological factors differently according to the age of the players. It was also confirmed that ball velocity is an indicator of playing level. The key finding from this research was that ball velocity is related to the explosive strength parameters. Thus this relationship is an indicator that coaches and trainers have to take into account so as maximize the kicking potential of their players.","PeriodicalId":115198,"journal":{"name":"Sport Science Review","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124732626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article presents an intervention program with an under-17 soccer team, in which a coach and a sport psychology consultant integrated training of psychological momentum (PM) into daily practice sessions. Starting out with basic description of PM, we proceed to describe how the intervention program was applied in a professional soccer team. The paper provides a detailed description of an 18 months intervention program that progressed from initiation of the program, group discussions, action plans, to on-pitch training of PM. The article finishes with reviewing under-17 coach and player reflections on the application of the intervention program.
{"title":"Psychological Momentum in Team Sport: An Intervention Program in Professional Soccer","authors":"C. Larsen, Kristoffer Henriksen","doi":"10.1515/ssr-2015-0007","DOIUrl":"https://doi.org/10.1515/ssr-2015-0007","url":null,"abstract":"Abstract This article presents an intervention program with an under-17 soccer team, in which a coach and a sport psychology consultant integrated training of psychological momentum (PM) into daily practice sessions. Starting out with basic description of PM, we proceed to describe how the intervention program was applied in a professional soccer team. The paper provides a detailed description of an 18 months intervention program that progressed from initiation of the program, group discussions, action plans, to on-pitch training of PM. The article finishes with reviewing under-17 coach and player reflections on the application of the intervention program.","PeriodicalId":115198,"journal":{"name":"Sport Science Review","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126081028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study examined relationships between performance, challenge-skill balance (CSB; a primary indicator of state flow) and four valence-function categories of feelings: positive-functional (PF), negative-functional (NF), positive-dysfunctional (PD), and negativedysfunctional (ND). Ten college tennis players provided 918 self-reports during competitive intra-squad matches. Participants rated their feelings, CSB, and performance during tennis matches, and the relationships between these variables were examined through correlations and path analyses. CSB correlated strongly with PF (r = .70), moderately with NF (r = .38), had no correlation with PD (r = -.03), and a small negative correlation with ND (r = -.23). CSB was more strongly correlated with functional feelings than it was to pleasant feelings. Also, CSB and performance correlated very strongly with one another (r = .81). Path analyses supported these correlations as the final model depicted strong correlations between PF, NF, and CSB, along with a path indicating that CSB leads to Performance. The results support the notion that the CSB dimension of flow is more function- and performance-oriented than it is reflective of positive and optimal experience.
{"title":"Is Flow Related to Positive Feelings or Optimal Performance? Path Analysis of Challenge-Skill Balance and Feelings","authors":"M. Flett","doi":"10.1515/ssr-2015-0006","DOIUrl":"https://doi.org/10.1515/ssr-2015-0006","url":null,"abstract":"Abstract This study examined relationships between performance, challenge-skill balance (CSB; a primary indicator of state flow) and four valence-function categories of feelings: positive-functional (PF), negative-functional (NF), positive-dysfunctional (PD), and negativedysfunctional (ND). Ten college tennis players provided 918 self-reports during competitive intra-squad matches. Participants rated their feelings, CSB, and performance during tennis matches, and the relationships between these variables were examined through correlations and path analyses. CSB correlated strongly with PF (r = .70), moderately with NF (r = .38), had no correlation with PD (r = -.03), and a small negative correlation with ND (r = -.23). CSB was more strongly correlated with functional feelings than it was to pleasant feelings. Also, CSB and performance correlated very strongly with one another (r = .81). Path analyses supported these correlations as the final model depicted strong correlations between PF, NF, and CSB, along with a path indicating that CSB leads to Performance. The results support the notion that the CSB dimension of flow is more function- and performance-oriented than it is reflective of positive and optimal experience.","PeriodicalId":115198,"journal":{"name":"Sport Science Review","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127191282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. R. Calavalle, R. Izzo, R. Raimondi, M. Rocchi, D. Sisti, V. Stocchi
Abstract The purpose of this work was to experiment a didactic method to enhance learning of L2 by using psychomotor development in a first class of an Italian primary school. Two fundamental questions were posed at the outset of the project: a) can activities based on psycho-motor tasks enhance target language vocabulary acquisition in a group of first graders?; b) can creating a reggae/hip-hop song, improve pronunciation and retention of basic target language vocabulary? The target sample, consisted of 66 children from first grade, was divided into two groups (control vs experimental group). The protocol contents were taught over a period of 20 weeks and were closely related to those of the program of English. The significance of score differences in the entrance test and the final test was quantified through the analysis of the variance. The analysis of the results showed an improvement in the experimental group compared to the control group with respect to the acquisition and retention of L2 vocabulary. On the other hand, the data regarding pronunciation of the target language vocabulary tell a different story, with no significant difference emerging between the two groups. This experimental project allowed us to verify how physical activity and play, used as the primary teaching tool, can enhance L2 learning in primary school.
{"title":"Music and Physical Activity for L2 Vocabulary Acquisition in First Graders","authors":"A. R. Calavalle, R. Izzo, R. Raimondi, M. Rocchi, D. Sisti, V. Stocchi","doi":"10.1515/ssr-2015-0005","DOIUrl":"https://doi.org/10.1515/ssr-2015-0005","url":null,"abstract":"Abstract The purpose of this work was to experiment a didactic method to enhance learning of L2 by using psychomotor development in a first class of an Italian primary school. Two fundamental questions were posed at the outset of the project: a) can activities based on psycho-motor tasks enhance target language vocabulary acquisition in a group of first graders?; b) can creating a reggae/hip-hop song, improve pronunciation and retention of basic target language vocabulary? The target sample, consisted of 66 children from first grade, was divided into two groups (control vs experimental group). The protocol contents were taught over a period of 20 weeks and were closely related to those of the program of English. The significance of score differences in the entrance test and the final test was quantified through the analysis of the variance. The analysis of the results showed an improvement in the experimental group compared to the control group with respect to the acquisition and retention of L2 vocabulary. On the other hand, the data regarding pronunciation of the target language vocabulary tell a different story, with no significant difference emerging between the two groups. This experimental project allowed us to verify how physical activity and play, used as the primary teaching tool, can enhance L2 learning in primary school.","PeriodicalId":115198,"journal":{"name":"Sport Science Review","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126486880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Roult, H. Carbonneau, T. Chan, É. Belley-Ranger, M. Duquette
Abstract Background: Assess how primary and secondary schools were designed to encourage the practice of physical and sporting activities for young people with limited physical abilities. Analyse the impacts of the built environment on the adoption of active behaviours for the disabled clientele in schools. Materials and methods: Fifteen schools in Quebec were examined using two structured and coded observation grids. Fifty-two interviews were held with each school’s administrative team, physical education teachers, the professional staff, parents and youth with limited physical abilities. Results: The school environment is a central component in the inclusion of youth with physical limitations. However, the lack of means, the dilapidated state of some spaces along with the lack of knowledge of the different populations of youth with limited physical abilities can account for the fact that the schools observed offer an environment that is more of less accessible or poorly adapted to these young people. Conclusions: Most of the time, certain non-existent or deficient faculties in the surveyed areas have a negative impact on the autonomy, perseverance, and the level of inclusion of young individuals with limited physical abilities. It therefore seems essential to adapt and develop areas of activity in accordance with the clientele’s (or potential clientele’s) physical limitations
{"title":"Physical Activity and the Development of the Built Environment in Schools for Youth with a Functional Disability in Quebec","authors":"R. Roult, H. Carbonneau, T. Chan, É. Belley-Ranger, M. Duquette","doi":"10.1515/ssr-2015-0003","DOIUrl":"https://doi.org/10.1515/ssr-2015-0003","url":null,"abstract":"Abstract Background: Assess how primary and secondary schools were designed to encourage the practice of physical and sporting activities for young people with limited physical abilities. Analyse the impacts of the built environment on the adoption of active behaviours for the disabled clientele in schools. Materials and methods: Fifteen schools in Quebec were examined using two structured and coded observation grids. Fifty-two interviews were held with each school’s administrative team, physical education teachers, the professional staff, parents and youth with limited physical abilities. Results: The school environment is a central component in the inclusion of youth with physical limitations. However, the lack of means, the dilapidated state of some spaces along with the lack of knowledge of the different populations of youth with limited physical abilities can account for the fact that the schools observed offer an environment that is more of less accessible or poorly adapted to these young people. Conclusions: Most of the time, certain non-existent or deficient faculties in the surveyed areas have a negative impact on the autonomy, perseverance, and the level of inclusion of young individuals with limited physical abilities. It therefore seems essential to adapt and develop areas of activity in accordance with the clientele’s (or potential clientele’s) physical limitations","PeriodicalId":115198,"journal":{"name":"Sport Science Review","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115744705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jean-François Desbiens, C. Spallanzani, S. Turcotte, Martin Roy, S. Lanoue, Jean-Sébastien Tourigny
Abstract The Learning Climate (LC) is an important component of a favorable learning environment in Health and Physical Education (HPE). Three valid observation systems and the questionnaire for teacher interaction (QTI) were used in conjunction to describe and analyse the nature and quality of the LC prevailing in HPE lessons conducted by 25 student teachers (STs) with high school students (n = 565). Descriptive, correlational and multivariate non parametric techniques were performed. Despite a high mean degree of proximity perceived by the students, LC was rather unfavorable to learning because mean appropriate motor engagement was low. However, a very high degree of proximity and influence at the same time corresponds to learning conditions favorable to appropriate motor engagement. This study helped to identify and to weight the variables which are more closely associated with a positive LC , a topic that should be the focus of HPE initial teacher training.
{"title":"A Multi-Referenced Analysis of the Quality of Learning Climate in Health and Physical Education Student Teaching","authors":"Jean-François Desbiens, C. Spallanzani, S. Turcotte, Martin Roy, S. Lanoue, Jean-Sébastien Tourigny","doi":"10.1515/ssr-2015-0001","DOIUrl":"https://doi.org/10.1515/ssr-2015-0001","url":null,"abstract":"Abstract The Learning Climate (LC) is an important component of a favorable learning environment in Health and Physical Education (HPE). Three valid observation systems and the questionnaire for teacher interaction (QTI) were used in conjunction to describe and analyse the nature and quality of the LC prevailing in HPE lessons conducted by 25 student teachers (STs) with high school students (n = 565). Descriptive, correlational and multivariate non parametric techniques were performed. Despite a high mean degree of proximity perceived by the students, LC was rather unfavorable to learning because mean appropriate motor engagement was low. However, a very high degree of proximity and influence at the same time corresponds to learning conditions favorable to appropriate motor engagement. This study helped to identify and to weight the variables which are more closely associated with a positive LC , a topic that should be the focus of HPE initial teacher training.","PeriodicalId":115198,"journal":{"name":"Sport Science Review","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128461247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract A vital part of many teenagers’ lives is participation in club sports. Despite this, many adolescents drop out of club sports. Since physical inactivity is increasing among young people, this is of great political concern. One aim of this study is to explore why young people in their late teens continue to participate in organized club sports. Another aim is to examine the perceived levels and intensity of physical activity among participants and non-participants (n = 377). The results show that primary reasons to continue participating in club sports are having fun and the sense of enjoyment, the sense of belonging, and the sense of improving sport skills. Of lesser importance, however, is the desire to compete. A large amount of club sports participants (74%) report that they are regularly physically active in an intense form of exercise compared to a significantly smaller amount (12%) of non-participants. The findings are discussed in relation to Aaron Antonovsky’s salutogenic approach and his concepts of sense of coherence (SOC).
{"title":"Reasons to Stay in Club Sport According to 19-Year-Old Swedish Participants: A Salutogenic Approach","authors":"B. Jakobsson, S. Lundvall, K. Redelius","doi":"10.1515/ssr-2015-0002","DOIUrl":"https://doi.org/10.1515/ssr-2015-0002","url":null,"abstract":"Abstract A vital part of many teenagers’ lives is participation in club sports. Despite this, many adolescents drop out of club sports. Since physical inactivity is increasing among young people, this is of great political concern. One aim of this study is to explore why young people in their late teens continue to participate in organized club sports. Another aim is to examine the perceived levels and intensity of physical activity among participants and non-participants (n = 377). The results show that primary reasons to continue participating in club sports are having fun and the sense of enjoyment, the sense of belonging, and the sense of improving sport skills. Of lesser importance, however, is the desire to compete. A large amount of club sports participants (74%) report that they are regularly physically active in an intense form of exercise compared to a significantly smaller amount (12%) of non-participants. The findings are discussed in relation to Aaron Antonovsky’s salutogenic approach and his concepts of sense of coherence (SOC).","PeriodicalId":115198,"journal":{"name":"Sport Science Review","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115115843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jane Meckbach, B. Gibbs, J. Almqvist, M. Quennerstedt
Abstract In Sweden, the PE curriculum states that students are expected to develop a number of abilities, a variety of movement activities and qualities. Interesting to explore is then if exergames (video games that includes physical activity) can be seen as a teaching resource to learn different movement’s qualities. With a new teaching tool that has been introduced in education and new policy documents emphasising development of different movement qualities, the purpose of this article is accordingly to investigate students’ use of different movement qualities when playing various exergames during PE. For this we use a version of Laban Movement Analysis (LMA) adapted for exploring exergames in PE practice. The empirical data include video-recordings from PE lessons. The games offered were of three different characters; sports games, exercise games and dance games. We are inspired by the LMA framework and explore students’ movement qualities on the basis of four aspects; body, effort, space and relations. Further, with socio-cultural learning theory, recognition of artefacts, other people and the offered content of the exergames are also involved in the analysis. Our findings show that exergames are creating opportunities for PE teachers and students to pay attention to different movement qualities. In PE the player is accordingly involved in a complex context of movement qualities, interacting with the game and with other students.
{"title":"Wii Teach Movement Qualities in Physical Education","authors":"Jane Meckbach, B. Gibbs, J. Almqvist, M. Quennerstedt","doi":"10.1515/ssr-2015-0004","DOIUrl":"https://doi.org/10.1515/ssr-2015-0004","url":null,"abstract":"Abstract In Sweden, the PE curriculum states that students are expected to develop a number of abilities, a variety of movement activities and qualities. Interesting to explore is then if exergames (video games that includes physical activity) can be seen as a teaching resource to learn different movement’s qualities. With a new teaching tool that has been introduced in education and new policy documents emphasising development of different movement qualities, the purpose of this article is accordingly to investigate students’ use of different movement qualities when playing various exergames during PE. For this we use a version of Laban Movement Analysis (LMA) adapted for exploring exergames in PE practice. The empirical data include video-recordings from PE lessons. The games offered were of three different characters; sports games, exercise games and dance games. We are inspired by the LMA framework and explore students’ movement qualities on the basis of four aspects; body, effort, space and relations. Further, with socio-cultural learning theory, recognition of artefacts, other people and the offered content of the exergames are also involved in the analysis. Our findings show that exergames are creating opportunities for PE teachers and students to pay attention to different movement qualities. In PE the player is accordingly involved in a complex context of movement qualities, interacting with the game and with other students.","PeriodicalId":115198,"journal":{"name":"Sport Science Review","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125859413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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