Efectos de los modelos de enseñanza deportiva en diferentes dominios de aprendizaje de los estudiantes: justificación y protocolo metodológico

Cunha, Gabriel Barros da; Leonardi, Thiago José; Bergmann, Gabriel Gustavo

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ORIGINAL ARTICLE • Rev. Bras. Ciênc. Esporte 45 • 2023 • https://doi.org/10.1590/rbce.44.e20230011 copiar

Efectos de los modelos de enseñanza deportiva en diferentes dominios de aprendizaje de los estudiantes: justificación y protocolo metodológico

Autoría SCIMAGO INSTITUTIONS RANKINGS

RESUMEN

El trabajo pretende describir el diseño metodológico del estudio titulado “Efectos del Modelo de Educación Deportiva (MED) en las clases de Educación Física sobre los dominios físicos, emocionales, cognitivos y socio-afectivos de los escolares en tres contextos diferentes de la escuela secundaria”. Será un estudio experimental con medidas pre y post test, con grupo experimental (MED) y comparador (Enseñanza Tradicional) aleatorizados por conglomerados. Nuestra hipótesis es que la MED tendrá efectos positivos y superiores al modelo tradicional en todas las variables analizadas. La descripción detallada de las bases teóricas y procedimientos metodológicos de la investigación permitirá una mejor comprensión de los resultados que se presentarán después de la finalización del estudio.

Palabras-clave:
Modelo de enseñanza; Escolares; Educación deportiva; Intervención

INVASION SPORTS PROTOCOL’S – FIVE-A-SIDE INDOOR SOCCER
Models	Content	Learning Tasks	Social Relationship
SEM	Tactical Problems: keep possession of the ball; create goal-scoring opportunities.	Methods: game-based approach.	Sports Characters: players, coaches, captains, referees, journalists, and statisticians/game analysts.
	Tactical Principles: create pass line; support.	Learning Environment: conditional games, pre-sports game, and functional structure (2x1, 4x3+Gol).	Role of Students: practitioner - guide the team during the game, encourage sportsmanship, manage the events (competition and culminant event), publicize the individual events’ results, and analyze game performance.
	Game Components: pass, control, ball reception, ball conduction, fake, communication, kick on goal.
	Sportsmanship: fair play, social relationships in sports (player-referee, fans-referee, fans-players, players-players, fans-fans), value the effort, and relativizing victory.	Main Game: 3 x 3, 4 x 4 or 5 x 5.	Role of Teachers: support sports characters, mediate and evaluate the sports characters.
TTM	Technical Fundamentals: pass, kick on goal, ball reception and conduction.	Method: analytical and global.	Sports Characters: players.
	Sportsmanship: fair play, social relationships in sports (player-referee, fans-referee, fans-players, players-players, fans-fans), value the effort, and relativizing victory.	Learning Environment: Individual, pairs or trios tasks to skill development	Role of Students: practitioner - reproduce the sports technique during the learning tasks and game formal.
		Main Game: 5 x 5.	Role of Teachers: instruction and correction of the learning tasks.

Cognitive Domain
Knowledge of Sports Content
Description: the following sporting knowledge will be considered: (a) rules; (b) tactical-technical knowledge; (c) sportsmanship; (d) general sports knowledge.
Instrument: a Sports Content Knowledge Test (SCKT) will be elaborated by the researchers and teachers’ applicators of the intervention (EG and CG). The SCKT will consist of multiple-choice questions and video analysis may be used. The following steps will be respected to elaborate the SCKT: (a) teachers applicator will indicate themes to elaborate the items; (b) researcher trainer will elaborate on the initial version of the SCKT; (c) debate among teachers applicators and improvements in the initial version; (d) validation of the instrument by the group of expert (Hastie et al., 2013Hastie PA, Calderón A, Rolim RJ, Guarino AJ. The development of skill and knowledge during a sport education season of track and field athletics. Res Q Exerc Sport. 2013;84(3):336-44. http://dx.doi.org/10.1080/02701367.2013.812001. PMid:24261013. http://dx.doi.org/10.1080/02701367.2013.... ) and (e) analysis of reproducibility
Game Performance (GP)
Description: the GP will be analyzed from the cognitive and physical domain interactions perspective. Thus, the GP will show the processual knowledge of practitioners, composed of elements such as decision-making, skill execution, and support (Mitchell et al., 2013Mitchell S, Oslin J, Griffin L. Teaching sports concepts and skills – a tactical games approach. 3rd ed. Champaign: Human Kinetics; 2013.; Chatzipanteli et al., 2016Chatzipanteli A, Digelidis N, Karatzoglidis C, Dean R. A tactical-game approach and enhancement of metacognitive behaviour in elementary school students. Phys Educ Sport Pedagogy. 2016;21(2):169-84. http://dx.doi.org/10.1080/17408989.2014.931366. http://dx.doi.org/10.1080/17408989.2014.... ; Matias and Greco, 2010Matias CJAS, Greco PJ. Cognição & ação nos jogos esportivos coletivos. Ciênc Cogn. 2010;15(1):252-71.; Santos, 2016Santos RB. A utilização do Game Performance Assessment Instrument (GPAI) no basquetebol: revisão de literatura. Arq Mov. 2016;12(1):119-28.).
Instrument: the Game Performance Assessment Instrument – GPAI (Mitchell et al., 2013Mitchell S, Oslin J, Griffin L. Teaching sports concepts and skills – a tactical games approach. 3rd ed. Champaign: Human Kinetics; 2013.) will be used to analyze the GP. The present study will analyze skill execution (successful/unsuccessful), decision-making, and support (appropriate/inappropriate) (Memmert and Harvey, 2008Memmert D, Harvey S. The Game Performance Assessment Instrument (GPAI): some concerns and solutions for further development. J Teach Phys Educ. 2008;27(2):220-40. http://dx.doi.org/10.1123/jtpe.27.2.220. http://dx.doi.org/10.1123/jtpe.27.2.220... ).
Game Involvement (GI)
Description: the GI is composed of the same elements that GP but is calculated differently. It is important to measure to identify the game's participation level.
Instrument: will be used the GPAI to analyze the GI (Memmert and Harvey, 2008Memmert D, Harvey S. The Game Performance Assessment Instrument (GPAI): some concerns and solutions for further development. J Teach Phys Educ. 2008;27(2):220-40. http://dx.doi.org/10.1123/jtpe.27.2.220. http://dx.doi.org/10.1123/jtpe.27.2.220... ).
Emotional Domain
Motivation for PE lessons
Description: the classification and the levels of motivational regulation proposed by the self-determination theory (SDT) will be used to analyze the students’ motivation for PE lessons.
Instrument: the Brazilian version to students of the Perceived Locus of Causality (PLOC) will be used to assess the students’ level of motivation during PE lessons. Guedes et al. (2020)Guedes DP, Bernardes AG, Yamaji BHS. PLOC – regulações motivacionais para aulas de educação física: validação psicométrica para uso em escolares brasileiros. Rev Bras Educ Fís Esporte. 2020;34(1):19-31. http://dx.doi.org/10.11606/1807-5509202000010019. http://dx.doi.org/10.11606/1807-55092020... carried out the translation and cross-cultural adaptation into the Portuguese language of Brazil.
Basic Psychological Needs (BPN)
Description: will be considered the three BPN: (a) competence – the feeling of mastery, (b) autonomy – a sense of initiative and ownership in one’s action, (c) relatedness – a sense of belonging to a group.
Instrument: the Basic Psychological Needs in Physical Education Questionnaire [BPNQ-PE - Pires et al. (2010)Pires A, Cid L, Borrego C, Alves J, Silva C. Validação preliminar de um questionário para avaliar as necessidades psicológicas básicas em educação física. Motricidade. 2010;6(1):33-51. http://dx.doi.org/10.6063/motricidade.6(1).157. http://dx.doi.org/10.6063/motricidade.6(... ] will be used to verify the students’ perceptions of BPN.
Intention to be Physically Active (IPA)
Description: the variable identifies whether the students intend to practice physical activity in the future (Cuevas et al., 2016Cuevas R, García-López LM, Serra-Olivares J. Sport education model and self-determination theory: an intervention in secondary school children. Kinesiology. 2016;48(1):30-8. http://dx.doi.org/10.26582/k.48.1.15. http://dx.doi.org/10.26582/k.48.1.15... ; Gil-Arias et al., 2017Gil-Arias A, Harvey S, Cárceles A, Práxedes A, Del Villar F. Impact of a hybrid TGfU-sport education unit on student motivation in physical education. PLoS One. 2017;12(6):e0179876. http://dx.doi.org/10.1371/journal.pone.0179876. PMid:28658267. http://dx.doi.org/10.1371/journal.pone.0... ).
Instrument: the Intention to be Physically Active Scale [IPAS - Moreno et al. (2007)Moreno JA, Moreno R, Cervelló E. El autoconcepto físico como predictor de la intención de ser físicamente activo. Psicol Salud. 2007;17(2):261-7.] will be used to analyze the IPA.
Socio-affective Domain
Sportsmanship
Description: sportsmanship is understood as attitudes and behaviors that promote respect for the rules, refereeing, and positive interactions among all participants (Vallerand et al., 1996Vallerand RJ, Deshaies P, Cuerrier JP, Brière NM, Pelletier LG. Toward a multidimensional definition of sportsmanship. J Appl Sport Psychol. 1996;8(1):89-101. http://dx.doi.org/10.1080/10413209608406310. http://dx.doi.org/10.1080/10413209608406... ).
Instrument: the Multidimensional Sportsmanship Orientations Scale (the Brazilian version of MSOS) will be used to analyze the students’ sportsmanship. The translation and cross-cultural adaptation into the Portuguese language of Brazil were carried out (Andaki and Salles, 2018Andaki R Jr, Salles JGC. Tradução e adaptação transcultural do questionário “The Multidimensional Sportpersonship Scale (MSOS – 25)”. Rev Bras Educ Fís Esporte. 2018;32(1):121-9. http://dx.doi.org/10.11606/1807-5509201800010121. http://dx.doi.org/10.11606/1807-55092018... ).
Physical Domain
Intensity of PE lessons
Description: the intensity of physical activity is an important health benchmark, being categorized as follows way: (a) light; (b) moderate, and (c) vigorous.
Instrument: a triaxial accelerometer (ActiGraph®) will be attached by an elastic strap at the waist of the participants to assess the intensity of physical activity. Data collection will be analyzed using the software ActiLife (ActiGraph®) and calculated in metabolic equivalents (METs). The categorization will be carried out according to Haskell et al. (2007)Haskell W, Lee M, Pate R, Powell K, Blair S, Franklin B, et al. Physical activity and public health: updated recommendation for adults from the American College of Sports Medicine and the American Heart Association. Circulation. 2007;116(9);1081-93. http://dx.doi.org/10.1001/jama.273.5.402. PMid:17671237. http://dx.doi.org/10.1001/jama.273.5.402... : (a) Light PA < 3METs; (b) Moderate PA between 3 and 6 METs; and (c) Vigorous PA > 6METs. Participants who achieve at least 50% of the lesson time in moderate to vigorous PA will be classified as “Meet the Recommendations”.

Colégio Brasileiro de Ciências do Esporte Universidade de Brasilia - Campus Universitário Darcy Ribeiro, Faculdade de Educação Física, Asa Norte - CEP 70910-970 - Brasilia, DF - Brasil, Telefone: +55 (61) 3107-2542 - Brasília - DF - Brazil
E-mail: rbceonline@gmail.com

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[1] *Corresponding author: Gabriel Barros da Cunha E-mail: gabrielcunha@ifsul.edu.br