Efficiency Of Different Teaching Models In Teaching Of Frisbee Ultimate

Open access


The aim of the study was to verify the efficiency of two frisbee ultimate teaching models at 8-year grammar schools relative to age. In the experimental group was used a game based model (Teaching Games for Understanding) and in the control group the traditional model based on teaching techniques. 6 groups of female students took part in experiment: experimental group 1 (n=10, age=11.6), experimental group 2 (n=12, age=13.8), experimental group 3 (n=14, age =15.8), control group 1 (n=11, age =11.7), control group 2 (n=10, age =13.8) and control group 3 (n=9, age =15.8). Efficiency of the teaching models was evaluated based of game performance and special knowledge results. Game performance was evaluated by the method of game performance assessment based on GPAI (Game Performance Assessment Instrument) through video record. To verify level of knowledge, we used a knowledge test, which consisted of questions related to the rules and tactics knowledge of frisbee ultimate. To perform statistical evaluation Mann-Whitney U-test was used. Game performance assessment and knowledge level indicated higher efficiency of TGfU in general, but mostly statistically insignificant. Experimental groups 1 and 2 were significantly better in the indicator that evaluates tactical aspect of game performance - decision making (p<0.05). Experimental group 3 was better in the indicator that evaluates skill execution - disc catching. The results showed that the students of the classes taught by game based model reached partially better game performance in general. Experimental groups achieved from 79.17 % to 80 % of correct answers relating to the rules and from 75 % to 87.5 % of correct answers relating to the tactical knowledge in the knowledge test. Control groups achieved from 57.69 % to 72.22 % of correct answers relating to the rules and from 51.92 % to 72.22 % of correct answers relating to the tactical knowledge in the knowledge test.

1. ANTALA, B., 2012. Legislatívna podpora rozvoja pohybových aktivít v školskom prostredí. In: B. ANTALA et. al. Telesná a športová výchova v názoroch žiakov základných a stredných škôl. 1. vyd. Bratislava: END, spol. s. r. o, Topoľčianky, s. 6-21. ISBN 978-80-89324-09-5.

2. BLOMQVIST, M., 2001. Game Understanding and Game Performance in Badminton: Development and validation of assessment instruments and their application to games teaching and coaching. Jyväskylä. Diplomová práca. University of Jyväskylä.

3. DALTON, W., 2009. Teaching teachers to play and teach games. [online]. [cit. 2013-08-13] Dostupné z: http://wiliandalton.blogspot.sk/2009/03/teaching-teachers-to-play-and-teach.html

4. DAN OTA, K. and J.N. VICKERS, 1998. The effects of variable practice on the retention and transfer of two volleyball skills in male club-level athletes. In: Journal of Sport and Exercise Psychology. 20, 121.

5. DOBRÝ, L. et al., 2011. Integrovaná praxe ve sportovních hrách. In: Tělesná výchova a sport mládeže. 77(2), 7-17.

6. GABBET, T. et al., 2009. Game-based training for improving skill and physical fitness in team sport athletes. In: International Journal of Sports Science and Coaching. 4(2), 273-283. ISSN 1747-9541.

7. GRIFFIN, L.L. et al., 1997 Teaching sport concepts and skills. A tactical game approach. Champaing: Human kinetics. ISBN 0-7360-5453-7.

8. GRIFFIN, L.L., J. I. BUTLER, 2005. Teaching games for Understaning: Theory, Research and Practice. Champaing: Human Kinetics. ISBN 0-7360-4594-5.

9. KIRK, D., A. McPHAIL., 2002. Teaching games for understanding and situated learning: Rethinking the Burker-Thorpe model. In: Journal of Teaching in Physical Education. 21, 177-192.

10. KUCHARIK, I., 2014. Efektivita taktického a technického didaktického prístupu pri výučbe minihádzanej 1. až 5. ročníka základných škôl. Bratislava. Diplomová práca. Univerzita Komenského v Bratislave, Fakulta telesnej výchovy a športu, Katedra športových hier.

11. MANDIGO, J. et al., 2007. What is Teaching Games for Understanding? A canadian perspective. In: Physical and Health Education. 73(2), 14-12.

12. MEMMERT, D. and S. HARVEY, 2008. The Game Performance Assessment Instrument (GPAI): Some Concerns and Solutions for Further Development. In: Journal of Teaching in Physical Education. č. 27, 220-240.

13. MITCHELL, S.A. and J.L. OSLIN, 1999. Assessment in game teaching. NASPE assessment series. Reaston: National Asociation for Sport and Physical Education. .

14. MITCHELL, S.A. et al., 2003. Sport foundations for elementary physical education - a tactical games approach. Champaign: Human Kinetics. ISBN 0-7360-3851-5.

15. MITCHELL, S.A. et al., 2006. Teaching Sport Concepts and Skill - a Tactical Games Approach. Champaign: Human Kinetics. ISBN 0-7360-5453-7.

16. OLOSOVÁ, G. and L. ZAPLETALOVÁ, 2012. Účinnosť taktického a technického prístupu k výučbe minibasketbalu. In: Od výskumu k praxi v športe: zborník vedeckých prác. Bratislava: STU, s. 205-210. ISBN 978-80-227-3854-5.

17. OLOSOVÁ, G. and L. ZAPLETALOVÁ, 2014. Effects of a Teaching Games for Understanding approach and a Technical approach to teaching basketball on declarative and procedural knowledge. In: International scientific conference Sports, Physical Activity and Health. Bratislava: Slovak Scientific Society for Physical Education and Sport, s. 191-194. ISBN 978-80-89075-44-7.

18. OSLIN, J.L. at el., 1998 The Game Performance Assessment Instrument (GPAI): Development and Preliminary Validation. In: Journal of Teaching in Physical Education. 17, 231-243.

19. POPELKA, J., 2012. Vplyv špecifického programu na zmeny úrovne hernej výkonnosti žiakov vo vyučovaní volejbalu na II. stupni základných škôl. Banská Bystrica. Dizertačná práca. Univerzita Mateja Bela.

20. PSOTTA, R., 2010. Uplatnění kognitivního modelu ve výuce fotbalu. In: Tělesná výchova a sport mládeže. 2010, 76(1), 29-31.

21. ROSSI, T. et al., 2007. The Games Concept Approach (GCA) as a mandated practice: views of Singaporean teachers. In: Sport, Education and Society. 12(1), 93-11.

22. THORPE, R., D. BUNKER and L. ALMOND, 1986. Rethinking games teaching. England: Louhgborough. University of Technology, Department of Physical Education and Sport Science, 79 s.

23. TURNER, A.P. and T.J. MARTINEK, 1999 An investigation into teaching games for understanding: Effects on skill, knowledge and game play. In: Research Quarterly for Excercise and Sport, 70, 286-296.

24. WRISBERG, C.A. and Z. LIU, 1991. The effect of contextual variety on the practice, retention, and transfer of an applied motor skill. In: Research Quarterly for Exercise ans Sport. 62, 406-412.

25. ŽUFFOVÁ, Z., 2012. Efektivita rôznych prístupov k vyučovaniu frisbee ultimate. Bratislava. Diplomová práca. Univerzita Komenského v Bratislave, Fakulta telesnej výchovy a športu, Katedra športových hier.

26. ŽUFFOVÁ, Z. and L. ZAPLETALOVÁ, 2014. Reliability of Assessment of Game Performance in frisbee ultimate. In: Sport, Stress, Adaptation, Scientific Journal, Extra Issue, s. 989-992. ISSN 2367 - 458X

Journal Information


All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 71 71 25
PDF Downloads 31 31 14