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Sports Education and Introduction to Invasion Sports in Early Primary Education

Federico Puente-Maxera, Antonio Méndez-Giménez, Diego Martínez de Ojeda

Puente-Maxera, F., Méndez-Giménez, A., & Martínez de Ojeda, D. (2020). Sports Education and Introduction to Invasion Sports in Early Primary Education. Apunts. Educación Física y Deportes, 140, 23-30. https://doi. org/10.5672/apunts.2014-0983.es.(2020/2).140.04

Abstract

The purpose of this paper was to examine the evolution of the game performance and the game knowledge of second-year primary education students when the sports education model is used in the introduction to invasion sports. The season was based on the modified “the five passes” game. The sample consisted of 34 students (22 boys and 12 girls, 11 indigenous and 23 immigrants) between the ages of 7 and 8 years (M = 7.53; SD = .50). Two specialist teachers led the course, one a beginner and the other an expert. A quasi-experimental design was conducted featuring pretest, posttest and retest measures. Qualitative and quantitative measures and instruments were used to capture teacher and student perspectives. Video analysis (game performance using the Game Performance Assessment Instrument, [GPAI]), interviews, diaries and expert analyses were employed. With respect to the GPAI, the intragroup comparisons reported significant pretest-retest increases in the total sample both in decision-making (Z = – 2.294; p = .022) and in game performance (Z = – 2.254; p = .024). Significant differences were also observed in relation to nationality. The qualitative analysis and the experts’ analyses coincided with the quantitative findings concerning the improvement of tactical-technical aspects and game knowledge. The model proved to be effective in introducing young students to invasion games.

Key words

tactical understanding, gender, nationality, invasion games
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