Publication: Grouping Students by Skill Level in Mini-Volleyball: Effect on Game Performance and
Knowledge in Sport Education
Authors
Mahedero, M. P. ; Calderón, A. ; Hastie, P. A. ; Arias-Estero, José L.
item.page.secondaryauthor
item.page.director
Publisher
SAGE Publications
publication.page.editor
publication.page.department
DOI
10.1177/00315125211021812
item.page.type
info:eu-repo/semantics/article
Description
©2021. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
This document is the Accepted, version of a Published Work that appeared in final form in Perceptual and Motor Skills. To access the final edited and published work see
https://doi.org/10.1177/00315125211021812
Abstract
The purpose of this study was to explore any differences in game performance
variables and knowledge among a cohort of high school students who participated
in either homogeneous or heterogeneous skill level groups (N¼126) across a
12-lesson mini-volleyball sport education unit of study. This study followed a
mixed-methods approach using a quasi-experimental pre-test/post-test design. The
quantitative variables analyzed were decision making, skill execution, game performance,
game involvement, and game knowledge. We also evaluated students’ performance
qualitatively, employing two methods: (a) experts’ analysis of students’
game performance, and (b) students’ and teachers’ perceptions of students’ performance.
We analyzed quantitative data through a series of paired samples t-tests
comparing pre- and post-test scores according to the grouping strategy. Students
became more competent in their game play and more knowledgeable in their technique,
the sport’s rules, tactical awareness, and general game knowledge. However,
grouping students by skill level had no impact on gains in game performance variables
publication.page.subject
Citation
Perceptual and Motor Skills 2021, Vol. 128(4) 1851–1871
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/