Examinando por Autor "Claver, Fernando"

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Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit
(Sage, 2020-02) Gil-Arias, Alexander; Claver, Fernando; Práxedes, Alba; Del Villar, Fernando
The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.
Effects of teaching games for understanding on tactical knowledge development in middle school physical education
(Pitesti University publishing house, 2020-05-30) Stephen, Harvey; Gil-Arias, Alexander; Claver, Fernando
In contrast to the traditional direct instruction pedagogical model, the teaching games for understanding (TGfU) model emphasizes the development of cognitive factors (i.e. tactical knowledge and decision-making) in the development of sport expertise. However, despite some TGfU-focused investigations demonstrating some positive learning outcomes for students, especially in terms of developing their tactical knowledge, more empirical support for TGfU is warranted. Consequently, the purpose of the study was to examine the effects of a TGfU soccerunit on the tactical knowledge developmentof middle school physical education (PE) students. Participants were 12 sixth grade students (n = 6 female) selected from four middle school PE classeswho participated in a TGfU soccer unit taught by the lead authorand teacher fidelity was established.A pre-test/middle-test/post-test quasi-experimental design was employed. A verbal protocol analysis (VPA) technique was applied to assess potential developments in students’ tactical knowledge across the duration of the unit and was undertaken by participants acting like an ESPN sports announcer, providing live in-situ commentary on the activities of one player as they participated in the game. The interview commentaries were transcribed and coded using established protocolsat three levels of analysis: conceptual content, conceptual sophistication, and conceptual structure. The Wilcoxon signed-rank test was applied to contrast the differences between the measurements conducted (pre-mid-post). Findings confirmed the effectiveness of the TGfU unit in developing adaptations to long-term memory that improved the quality of the students’ tactical knowledge at all three levels of analysis (conceptualcontent, sophistication, and structure). Given our results, we emphasize the need to use pedagogical models such as TGfU to increase students’ capacity to evaluate game situations and develop their tactical reasoning
MODELFIT: Intervención multinivel para la promoción de hábitos físicamente activos entre los escolares
(INDE Publicaciones, 2023) Gil-Arias, Alexander; Morante, Oscar; Claver, Fernando; Alonso, Jose Ignacio
Participación e influencia del líbero en recepción y defensa en voleibol juvenil
(Universidad Autónoma de Madrid. Comunidad Virtual Ciencias del Deporte, 2019-03) Sánchez, M; González-Silva, Jara; Fernández-Echeverría, Carmen; Claver, Fernando; Moreno, María Perla
El objetivo fue conocer la participación e influencia líbero en fase de ataque y defensa, en etapas de formación. La muestra fueron 6948 acciones de juego, realizadas por los jugadores de los 21 equipos del Campeonato de España Juvenil masculino. Las variables fueron: función del receptor/defensor, zona de recepción/defensa en profundidad y lateralidad, eficacia de recepción/defensa, zona donde se realiza colocación en recepción/defensa, zona hacia donde se realiza la colocación en recepción/defensa, tiempo de ataque/contraataque y eficacia de ataque/contraataque. En recepción, existió asociación significativa entre función del receptor y zona de recepción en profundidad-lateralidad, y zona donde se realiza la colocación. En defensa, existió asociación significativa entre función del defensor y zona de defensa en profundidad-lateralidad, eficacia de defensa, zona donde se realiza la colocación, zona hacia donde se realiza la colocación y tiempo de contraataque. La influencia del líbero, en estas etapas, se manifiesta más en defensa que en recepción.