Search Results

You are looking at 1 - 10 of 43 items for :

  • "invasion games" x
  • Refine by Access: All Content x
Clear All
Restricted access

Effects of SAQ Training and Small-Sided Games on Neuromuscular Functioning in Untrained Subjects

Remco Polman, Jonathan Bloomfield, and Andrew Edwards


The main objective of this study was to investigate the efficacy of both programmed (speed, agility, and quickness; SAQ) and random (small-sided games; SSG) conditioning methods on selected neuromuscular and physical performance variables.


Twenty volunteers (21.1 ± 4.0 y, 1.71 ± 0.09 m, 66.7 ± 9.9 kg; mean ± SD) completed the study. The study design used two physically challenging periodized experimental conditions (SAQ and SSG conditions) and a non exercise control condition (CON). Participants engaged in 12.2 ± 2.1 h of directed physical conditioning. All participants had at least 24 h of recovery between conditioning sessions, and each 1-h session included 15 min of general warm-up and a 45-min exercise session. Participants completed a battery of tests (15-m sprint, isokinetic flexion/extension, depth jump) before and following the training program.


There was a 6.9% (95% CI: -4.4 to 18.3) greater improvement in 5-m acceleration time and 4.3% (95% CI: -0.9 to 9.5) in 15-m mean running velocity time for the SAQ group compared with the SSG group. In addition, increases in maximal isokinetic concentric strength for both the flexor and extensor muscles, with the exception of 180 °/s flexion, were greater in the SAQ than SSG condition. The SAQ group also showed 19.5% (95% CI: -11.2 to 50.2) greater gain in reactive strength (contact time depth jump) and 53.8% (95% CI: 11.2 to 98.6) in mean gastrocnemius medialis activity in comparison with SSG.


SAQ training should benefit the physical conditioning programs of novice players performing invasion games.

Restricted access

Chapter 8: Fourth-Grade Children’s Knowledge of Cutting, Passing and Tactics in Invasion Games after a 12-Lesson Unit of Instruction

Michael Nevett, Inez Rovengo, and Matthew Babiarz

Restricted access

The Game Performance Assessment Instrument (GPAI): Some Concerns and Solutions for Further Development

Daniel Memmert and Stephen Harvey

The purpose of this article is to discuss some concerns with the Game Performance Assessment Instrument (GPAI). This review of the GPAI includes five perceived problems with the GPAI scoring and coding system: (1) calculation of individual and overall game performance indices, (2) use of game involvement versus game performance index to analyze game performance, (3) observer reliability, (4) nonlinearity, and (5) usefulness of action. In this article, we suggest a reexamination of the GPAI scoring and coding system that will lead to more efficient use of this game performance instrument. Some of the suggested modifications can be implemented quickly, whereas others need further research.

Restricted access

A Systematic Review Investigating the Effects of Implementing Game-Based Approaches in School-Based Physical Education Among Primary School Children

Jin Yan, Brad Jones, Jordan J. Smith, Philip Morgan, and Narelle Eather

 al., 1997 ), and the invasion games competency model (Belgium; Ros & Oliva, 1997 ), each of which have common goals and methodologies ( Kinnerk et al., 2018 ). Game sense is game-based pedagogy with a specific focus on the play such as tactical understanding, reading the game, decision making, player

Restricted access

Transcultural Impact of Learning to Teach Sport Education on Preservice Teachers’ Perceived Teaching Competence, Autonomy, and Academic Motivation

David Hortigüela-Alcalá, Antonio Calderón, and Gustavo González-Calvo

various awards were presented to students. Three alternative invasion games were selected to enact the miniseasons (Table  3 ). Novelty, applicability, and alignment of the content with the respective national curriculum were the criteria used for this selection. Table 2 Unit Plan Format of the Three

Restricted access

Physical Activity Levels in Middle and High School Physical Education: A Review

Stuart Fairclough and Gareth Stratton

Forty studies reporting physical activity during middle and high school physical education (PE) classes were reviewed. Students engaged in moderate-to-vigorous physical activity (MVPA) for 27% to 47% of class time. Intervention strategies were successful in increasing MVPA. During nonintervention classes the highest levels of MVPA occurred in invasion games and fitness activities. Movement activities stimulated the lowest levels. Boys and girls spent 40% of class time in MVPA. Differences in MVPA during PE were also methodology dependent. PE classes can complement other school-based opportunities to contribute to young people’s daily physical activity.

Restricted access

Children’s Heart Rates during British Physical Education Lessons

Gareth Stratton

The purpose of this study was to assess the physical activity levels of schoolchildren during physical education lessons, using heart rate telemetry. Girls (n = 108) and boys (n = 69), age 9 to 15 years, were assessed over 66 physical education lessons. Lessons that achieved a heart rate (HR) of ≥ 150 bpm for 20 minutes or 50% of lesson time were deemed sufficiently active to promote cardiorespiratory fitness. Netball, 11- to 12-year-old girls’ gymnastics, and soccer lessons achieved the HR ≥ 150 level for over 50% of lesson time. A Sex × Age × Lesson Activity ANOVA indicated significant overall interaction for sex, age, and lesson activity for the percentage of lesson time spent in HR ≥ 150. Significant differences between age groups and lesson activities were evident. Invasion games seem more likely to attain MVPA goals than are dance, track and field, fitness, or gymnastics lessons.

Restricted access

Game Performance and Understanding Within a Hybrid Sport Education Season

Cláudio Filipe Farias, Isabel Ribeiro Mesquita, and Peter A. Hastie

The impact of a hybrid Sport Education-Invasion Games Competence Model (IGCM) unit of instruction on students’ game performance and game understanding in soccer was examined in this study. Pre- and posttest measures were collected from one fifth grade class of students (n = 24, mean age 10.3) residing in Portugal during a 17-lesson unit of instruction (season). Students’ game performance during multiple 10-min long matches was assessed using the coding instrument of Blomqvist, Vänttinen, and Luhtanen (2005). An author developed game understanding test was used to assess knowledge on decision making and skill execution. Performance differences between males and females were examined using the Mann-Whitney test and student improvement pre- to poststudy was examined using the Wilcoxon test. The combined application of Sport Education (authentic learning environment) and the IGCM (with learning tasks focused on the specific tactical-content and skills of soccer) promoted improvements in students’ game performance and understanding, and increments on the correlations between both constructs.

Restricted access

Exploring Game Performance and Game Involvement: Effects of a Sport Education Season and a Combined Sport Education—Teaching Games for Understanding Unit

Eva Guijarro, Ann MacPhail, Natalia María Arias-Palencia, and Sixto González-Víllora

years coaching extracurricular sport, and basketball knowledge (teaching, coaching, and playing) and delivered the two interventions. She was familiar with both SE and TGfU having previously taught seasons of SE in the school context (invasion games: basketball and handball; track and field; and dance

Restricted access

Promoting Health-Related Cardiorespiratory Fitness in Physical Education: The Role of Lesson Context and Teacher Behavior in an Observational Longitudinal Study

Miguel Peralta, Élvio Rúbio Gouveia, Gerson Ferrari, Ricardo Catunda, Duarte Heriques-Neto, and Adilson Marques

an important role in promoting CRF in PE ( Peralta, Henriques-Neto, et al., 2020 ). The PE classes of invasion games and sports have been observed to engage students in the highest intensities of PA ( Fairclough & Stratton, 2005 ; McKenzie et al., 2000 ; Molina-Garcia et al., 2016 ). Furthermore