for understanding model outlined a game-based approach (GBA) for sport and sport-related games teaching. Since the explanation of teaching games for understanding, there have been nuanced variations of this GBA articulated internationally ( Stolz & Pill, 2014 ). In essence, in these GBAs, there is a
Shane Pill and Brendon Hyndman
Rich D. Johnston, Tim J. Gabbett, Anthony J. Seibold and David G. Jenkins
Repeated sprinting incorporating tackles leads to greater reductions in sprint performance than repeated sprinting alone. However, the influence of physical contact on the running demands of game-based activities is unknown. The aim of this study was to determine whether the addition of physical contact altered pacing strategies during game-based activities.
Twenty-three elite youth rugby league players were divided into 2 groups. Group 1 played the contact game on day 1 while group 2 played the noncontact game; 72 h later they played the alternate game. Each game consisted of offside touch on a 30 × 70-m field, played over two 8-min halves. Rules were identical between games except the contact game included a 10-s wrestle bout every 50 s. Microtechnology devices were used to analyze player movements.
There were greater average reductions during the contact game for distance (25%, 38 m/min, vs 10%, 20 m/min; effect size [ES] = 1.78 ± 1.02) and low-speed distance (21%, 24 m/min, vs 0%, 2 m/s; ES = 1.38 ± 1.02) compared with the noncontact game. There were similar reductions in high-speed running (41%, 18 m/min, vs 45%, 15 m/min; ES = 0.15 ± 0.95).
The addition of contact to game-based activities causes players to reduce low-speed activity in an attempt to maintain high-intensity activities. Despite this, players were unable to maintain high-speed running while performing contact efforts. Improving a player’s ability to perform contact efforts while maintaining running performance should be a focus in rugby league training.
Tim J. Gabbett, Ben Walker and Shane Walker
To investigate the influence of prior knowledge of exercise duration on the pacing strategies employed during gamebased activities.
Twelve semiprofessional team-sport athletes (mean ± SD age 22.8 ± 2.1 y) participated in this study. Players performed 3 small-sided games in random order. In one condition (Control), players were informed that they would play the small-sided game for 12 min and then completed the 12-min game. In a 2nd condition (Deception), players were told that they would play the small-sided game for 6 minutes, but after completing the 6-min game, they were asked to complete another 6 min. In a 3rd condition (Unknown), players were not told how long they would be required to play the small-sided game, but the activity was terminated after 12 min. Movement was recorded using a GPS unit sampling at 10 Hz. Post hoc inspection of video footage was undertaken to count the number of possessions and the number and quality of disposals.
Higher initial intensities were observed in the Deception (130.6 ± 3.3 m/min) and Unknown (129.3 ± 2.4 m/min) conditions than the Control condition (123.3 ± 3.4 m/min). Greater amounts of high-speed running occurred during the initial phases of the Deception condition, and more low-speed activity occurred during the Unknown condition. A moderately greater number of total skill involvements occurred in the Unknown condition than the Control condition.
These findings suggest that during game-based activities, players alter their pacing strategy based on the anticipated endpoint of the exercise bout.
Rich D. Johnston, Tim J. Gabbett and David G. Jenkins
To determine the influence the number of contact efforts during a single bout has on running intensity during game-based activities and assess relationships between physical qualities and distances covered in each game.
Eighteen semiprofessional rugby league players (age 23.6 ± 2.8 y) competed in 3 off-side small-sided games (2 × 10-min halves) with a contact bout performed every 2 min. The rules of each game were identical except for the number of contact efforts performed in each bout. Players performed 1, 2, or 3 × 5-s wrestles in the single-, double-, and triple-contact game, respectively. The movement demands (including distance covered and intensity of exercise) in each game were monitored using global positioning system units. Bench-press and back-squat 1-repetition maximum and the 30−15 Intermittent Fitness Test (30−15IFT) assessed muscle strength and high-intensity-running ability, respectively.
There was little change in distance covered during the single-contact game (ES = −0.16 to −0.61), whereas there were larger reductions in the double- (ES = −0.52 to −0.81) and triple-contact (ES = −0.50 to −1.15) games. Significant relationships (P < .05) were observed between 30–15IFT and high-speed running during the single- (r = .72) and double- (r = .75), but not triple-contact (r = .20) game.
There is little change in running intensity when only single contacts are performed each bout; however, when multiple contacts are performed, greater reductions in running intensity result. In addition, high-intensity-running ability is only associated with running performance when contact demands are low.
Jaime Serra-Olivares, Luis M. García-López and Antonio Calderón
The purpose of this study was to analyze the effect of modification strategies based on the pedagogical principles of the Teaching Games for Understanding approach on tactical constraints of four 3v3 soccer small-sided games. The Game performance of 21 U-10 players was analyzed in a game similar to the adult game; one based on keeping-the-ball; another on penetrating-the-defense; and one on attacking-the-goal. Results showed that the modification of tactical problems had a significantly different effect on tactical-context adaptation (p < .005) and for developing passing, dribbling, shooting and getting free skills (p < .005). Small-sided games focused on keeping-the-ball and attacking-the-goal revealed a tactical complexity that was significantly different to the rest of the games (p < .005). With regard to the further investigation of the quality representative task design, these findings highlight the importance of knowing the effects that modification has on tactical constraints and the tactical complexity/technical difficulty involved in developing behaviors.
Herbert Wagner, Patrick Fuchs, Andrea Fusco, Philip Fuchs, Jeffrey W. Bell and Serge P. von Duvillard
subjects performed a 30-m sprint test and a team handball specific game-based performance test after a 20 minutes of general and team handball specific warm-up. The test block sequence was randomized between first and second test block and between strength and jump tests within the testing group. To
Paul Kinnerk, Stephen Harvey, Philip Kearney, Ciaran MacDonncha and Mark Lyons
: traditional drill-to-game and Game Based Approaches (GBAs), which may be distinguished by the primary activity type and timing of activities within a coaching session. Activity types may be broadly classified as Training Form (i.e., isolated skills practice, isolated fitness) and Playing Form (i
Rachel Proffitt, Belinda Lange, Christina Chen and Carolee Winstein
The purpose of this study was to explore the subjective experience of older adults interacting with both virtual and real environments. Thirty healthy older adults engaged with real and virtual tasks of similar motor demands: reaching to a target in standing and stepping stance. Immersive tendencies and absorption scales were administered before the session. Game engagement and experience questionnaires were completed after each task, followed by a semistructured interview at the end of the testing session. Data were analyzed respectively using paired t tests and grounded theory methodology. Participants preferred the virtual task over the real task. They also reported an increase in presence and absorption with the virtual task, describing an external focus of attention. Findings will be used to inform future development of appropriate game-based balance training applications that could be embedded in the home or community settings as part of evidence-based fall prevention programs.
The purpose of this systematic review was to investigate the weight of scientific evidence regarding student outcomes (physical, cognitive and affective) of a Game Centered Approach (GCA) when the quality of a study was taken into account in the interpretation of collective findings. A systematic search of five electronic databases (Sports Discuss, ERIC, A+ Education, PsychInfo and PROQUEST Education) was conducted from their year of inception to 30 January 2014. Included studies were longitudinal or experimental/quasi-experimental studies involving children or adolescents that quantitatively assessed (using repeat measures and/or comparison with a control group) the effects upon student outcomes when an intervention involved the use of a GCA. The search identified 15 articles examining the effects of GCA on student outcomes that met the criteria for inclusion. The weight of evidence provided by the included studies identified an association between a GCA and the outcomes of declarative knowledge, support during game play and affective outcomes of perceived competence, interest/enjoyment and effort/importance. Development of technical skill, procedural knowledge and game play skills of decision making and skill execution are not supported by the level of evidence currently provided. Intervention volume appears to have a large effect on the development of game based decision making and skill execution, with a positive association between these outcomes and use of GCA interventions greater than eight hours in volume. More longitudinal and intervention research examining the use of a GCA and potential psychological, physiological and behavioral outcomes in children and adolescents is recommended.
Pauline Maillot, Alexandra Perrot, Alan Hartley and Manh-Cuong Do
The purposes of this present research were, in the first study, to determine whether age impacts a measure of postural control (the braking force in walking) and, in a second study, to determine whether exergame training in physically-simulated sport activity would show transfer, increasing the braking force in walking and also improving balance assessed by clinical measures, functional fitness, and health-related quality of life in older adults. For the second study, the authors developed an active video game training program (using the Wii system) with a pretest-training-posttest design comparing an experimental group (24 1-hr sessions of training) with a control group. Participants completed a battery comprising balance (braking force in short and normal step conditions), functional fitness (Senior Fitness Test), and health-related quality of life (SF-36). Results show that 12 weeks of video game-based exercise program training improved the braking force in the normal step condition, along with the functional fitness of lower limb strength, cardiovascular endurance, and motor agility, as measured by the Senior Fitness Test. Only the global mental dimension of the SF-36 was sensitive to exergame practice. Exergames appear to be an effective way to train postural control in older adults. Because of the multimodal nature of the activity, exergames provide an effective tool for remediation of age-related problems.