Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball

The Effect of Pedagogical Approach on Physical Activity of Girls During Physical Education

Purpose: Technical approaches (TAs) such as Direct Instruction are commonly utilized when teaching games in Physical Education (PE) classes, but game-based approaches (GBAs) such as Game Sense (GS) have gained greater interest over the past 30 years. However, little is known about which approach promotes more physical activity (PA). The aim of this study was to compare the PA of girls during single-gender PE classes in an invasion games unit utilizing either a GS approach or a TA. Methods: Two upper primary school PE classes were taught invasion games using a GS approach and two classes were taught using a TA. During each of the 7 lessons students wore a wearable GPS sensor (SPT2, Sport Performance Tracking, Australia) which measured total distance, distance in each speed zone, top speed and 3D load. Results: The GS group traveled a greater distance than the TA group (+203 m, p < .001). This result was explained mostly by a greater distance covered in zone 2 speeds (0.6-1.7 m/s). The 3D load was also significantly higher in the GS group, but there were no group differences in top speed. Conclusions: Findings suggested that a GS thematic invasion unit was more effective in promoting PA levels in all-girl primary PE classes than a traditional sport-based invasion unit.

Application of multi-target positioning algorithm in basketball teaching system and injury prevention

In today's era, the rapid spread of information and the rise of major network platforms provide good conditions for online learning and at the same time provide a new development idea for basketball teaching. The establishment of modern multimedia teaching theory provides theoretical support for the research and development of this subject. Construct and apply the online learning system of basketball basic technology, provide high-quality education, and can accommodate a large number of basketball fans to study and exchange together, and improve the physical fitness of young people. This thesis combines the multi-target localization algorithm in wireless sensor networks, first introduces the related concepts and basic theories of UWSNs, and then summarizes the related theories of node localization technology. In the course of basketball teaching, the advantages and disadvantages of the wireless sensor network multi-target positioning algorithm and the research direction are introduced. Aiming at the problem of low positioning accuracy and high complexity of the basketball motion prediction positioning algorithm, a multi-target positioning algorithm improved by backtracking search is proposed. The MBSA algorithm improves the positioning accuracy of anchor points, and uses cooperation mechanisms and basketball mobility to locate nodes for unknown actions. An improved BSA algorithm, namely the KLBSA-LoT algorithm, is proposed. The KLBSA-LoT algorithm accurately locates the anchor point and uses a cooperative mechanism to predict the position information of unknown nodes in basketball. Applying this algorithm to basketball teaching can greatly improve the accuracy of its positioning training. Sports teaching provides new methods.

Individual characteristics of physical and mental development and their connection with regular physical exercises when playing basketball

Basketball includes a wide range of physical actions with and without the ball, which puts forward certain requirements for motor fitness, moral, volitional and mental qualities, as well as creativity and decision-making skills in rapidly changing and often unforeseen circumstances. The scientific novelty is determined by the fact that in order to categorically define the term of "features of physical and mental development and their connection with regular physical exercise", the authors analysed the works of leading scientists on the theory and methods of physical education, grouped by the authors in accordance with the main concepts. The aim of the article is to study of the phenomenon of physical culture of the student's personality, namely, the targets of the modern system of physical education and the structure of personal physical culture of a person; the humanisation and democratisation of the system of physical education; the development of the concept of the theory of physical culture and its implementation in the conditions of reformation of higher education. The practical significance of the study is determined by the fact that the elements of basketball are included in the programmes of physical education of preschool children, in the curricula for physical culture of all degrees of general secondary education (primary, secondary, high school), in the programme for physical education of higher education institutions.

Determinant Factors of Achievement Motivation in School Physical Education

Today, it is important for physical education teachers to know students’ motivation profiles for learning. Therefore, this study aimed to analyze achievement motivation according to four variables: students’ sex, the taught sport modality, students’ experience and teaching methodology. Likewise, the effects of students’ sex and experience on the methodologies applied were analyzed. A total of 108 primary education students (10.95 ± 0.48 years), 54 boys and 54 girls, from three state schools participated in the study. The students answered the Achievement Motivation in Physical Education test (Spanish version) after participating in soccer and basketball programs based on different methodologies. Each class-group received a different educational program (soccer or basketball). The differences between the categories of the variables analyzed were calculated for each dimension of the motivational test through the Mann−Whitney U and Kruskal−Wallis H tests. The effects of students’ sex and experience on the teaching methodologies applied were analyzed using the univariate General Linear Model test. In soccer and basketball, boys perceived being more motor competent (U = 732.00; p < 0.05; r = 0.43) than girls. In addition, experienced students in both sports perceived being more motor competent (U = 695.50; p < 0.05; r = 0.27) than inexperienced students. In turn, they indicated feeling less failure anxiety and stress (U = 780.00; p < 0.05; r = 0.22). All of the students who played soccer reported more commitment (learning dedication) (U = 1051.50; p < 0.05; r = 0.20) and perceived motor competence (U = 972.00; p < 0.05; r = 0.24) than students who played basketball. Considering the effects of students’ sex and experience on the methodologies (perceived motor competence dimension), there were significant differences (F = 7.68; p < 0.05; ηp2 = 0.07) in favor of experienced boys who played soccer and basketball using the Tactical Games Approach methodology. Soccer was practiced more in school and out of school. This made students feel greater commitment (learning dedication) and perceived motor competence towards this invasion sport in physical education. In addition, it was shown that teachers should take into account students’ sex and experience because they are two factors that influence the teaching of sports and achievement motivation.

Individualization of Intensity Thresholds on External Workload Demands in Women's Basketball by K-Means Clustering: Differences Based on the Competitive Level

In previous studies found in the literature speed (SP), acceleration (ACC), deceleration (DEC), and impact (IMP) zones have been created according to arbitrary thresholds without considering the specific workload profile of the players (e.g., sex, competitive level, sport discipline). The use of statistical methods based on raw data could be considered as an alternative to be able to individualize these thresholds. The study purposes were to: (a) individualize SP, ACC, DEC, and IMP zones in two female professional basketball teams; (b) characterize the external workload profile of 5 vs. 5 during training sessions; and (c) compare the external workload according to the competitive level (first vs. second division). Two basketball teams were recorded during a 15-day preseason microcycle using inertial devices with ultra-wideband indoor tracking technology and microsensors. The zones of external workload variables (speed, acceleration, deceleration, impacts) were categorized through k-means clusters. Competitive level differences were analyzed with Mann–Whitney’s U test and with Cohen’s d effect size. Five zones were categorized in speed (<2.31, 2.31–5.33, 5.34–9.32, 9.33–13.12, 13.13–17.08 km/h), acceleration (<0.50, 0.50–1.60, 1.61–2.87, 2.88–4.25, 4.26–6.71 m/s²), deceleration (<0.37, 0.37–1.13, 1.14–2.07, 2.08–3.23, 3.24–4.77 m/s²), and impacts (<1, 1–2.99, 3–4.99, 5–6.99, 7–10 g). The women’s basketball players covered 60–51 m/min, performed 27–25 ACC-DEC/min, and experienced 134–120 IMP/min. Differences were found between the first and second division teams, with higher values in SP, ACC, DEC, and IMP in the first division team (p < 0.03; d = 0.21–0.56). In conclusion, k-means clustering can be considered as an optimal tool to categorize intensity zones in team sports. The individualization of external workload demands according to the competitive level is fundamental for designing training plans that optimize sports performance and reduce injury risk in sport.