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Inez Rovegno, Weiyun Chen and John Todorovich

The purpose of this study was to describe four accomplished teachers’ enacted pedagogical content knowledge of teaching hand dribbling to third grade children. We aimed to investigate and make accessible the knowledge and wisdom of practicing teachers. We videotaped three sequential lessons of each teacher and conducted formal and informal interviews. Three themes emerged from a grounded analysis of the data: (a) approaching dribbling content as a network of connected movements and tactics, (b) refining movement patterns based on knowledge initially acquired in younger grades, and (c) teaching the cognitive processes (learning orientation, self-regulation, movement and tactical analysis and critique, and making decisions) embedded in and relevant to lesson dribbling activities.

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José L. Arias and Francisco Javier Castejón

Investigators’ increased interest in teaching game tactics requires generalizable assessment instruments that are appropriate to whatever is needed by the tactic. This literature review aims to provide information about the instruments most frequently used to assess tactics in youth sports. We found that very few studies used instruments that fulfilled the criteria required by this review. The most frequently used tool was The Game Performance Assessment Instrument, followed by the Team Sport Assessment Procedure. Some other instruments, labeled Nonhabitual instruments, were only used sporadically. The instruments were mainly used in invasion and net/wall games. Each instrument defined a set of components and indexes to quantify the assessment, but only the Game Performance Assessment Instrument allows the assessment of the attack and the defense both of the player who possesses the ball and the player who does not. Suggestions were proposed for instruments to be used for assessing tactics.

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Weidong Li, Xiuye Xie and Huanyu Li

detailed description of how fourth-grade students learned game tactics, catching, and passing in a basketball unit and how teachers’ teaching could influence students’ game tactics in a natural setting from a situated learning perspective. They have summarized three characteristics of students’ learning in

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Javier Yanci, Daniel Castillo, Aitor Iturricastillo, Tomás Urbán and Raúl Reina

may allow them to play a major role in game tactics and strategies. Thus, due to the reported advantage of the FT8 players in comparison to other FT players (ie, FT5/6, FT7), after the London 2012 Paralympics Games, the IFCPF reduced the maximum number of FT8 in-field footballers (from 2 to 1), with

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Jeffery Kurt Ward, Peter A. Hastie and Kamden Strunk

-Hill . Rovegno , I. , Nevett , M. , Brock , S. , & Babiarz , M. ( 2001 ). Chapter 7: Teaching and learning basic invasion-game tactics in 4th grade: A descriptive study from situated and constraints theoretical perspectives . Journal of Teaching in Physical Education, 20 , 370 – 388 . doi:10

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Alex Knowles, Tristan L. Wallhead and Tucker Readdy

der Mars, 2011 ). Although, the change in invasion game type at the mid-point of the season may have limited some of the skill competency outcomes, the primary goal of the season was for students to understand how invasion game tactics transfer from one game form to another. Consistent implementation

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Cédric Roure and Denis Pasco

drive) and that they could apply game tactics such as rallying, use various shuttlecock trajectories and speeds, and create opportunities to win a point. Permission to conduct the study was granted by the ethical board of the host university and agreement was also obtained from the principals of the

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Trygve B. Broch and Eivind Å. Skille

president to retreat,” journalist Kroksæter exemplifies our claim: The sport president, Tom Tvedt, played a dangerous game when he awoke the wrath of the Minister of Culture. It could have cost him his presidency. […] Linda Hofstad Helleland humiliated the upper echelons of Norwegian sports with game