Loureiro Manuel, Mesquita Isabel, Ramos Ana, Coutinho Patrícia, Ribeiro João, Clemente Filipe Manuel, Nakamura Fábio Yuzo, Afonso José
Centre for Research, Education, Innovation, and Intervention in Sport (CIFI2D), Faculty of Sport of the University of Porto (FADEUP), Rua Dr. Plácido da Costa 91, 4200-450 Porto, Portugal.
Football Department, Lusophone University of Porto, 4000-098 Porto, Portugal.
Children (Basel). 2022 Dec 24;10(1):29. doi: 10.3390/children10010029.
According to the Quality Education and Gender Equality ambitions established at the 2030 Agenda for Sustainable Development Goals, we aimed to test the feasibility of a flexible planning and assessment process, using ongoing, bidirectional feedback between planning and assessment. Eighteen players (11.5 ± 0.5 years of age) from a U13 female volleyball team were randomized into an experimental group (in which the plan could be changed daily) or a contrast group (pre-defined planning, adjusted monthly). The pedagogical intervention lasted three months. Besides ongoing daily assessments from the training practices, the Game Performance Assessment Instrument was adopted as a starting point for the weekly assessments in 4 vs. 4 game-forms (i.e., the instrument was modified monthly based on feedback from the training process). Information from daily and weekly formal assessment was used in the planning of the experimental group, and monthly in the contrast group. Data suggested that pre-established and strict planning (even updated monthly) failed to fit current learner needs. Over 12 weeks, the pre-established planning suffered regular modifications in the experimental group, and the assessment tool changed monthly. In conclusion, both planning and assessment should be open and flexible to exchange information mutually, and support the design of tailor-made learning environments.
根据《2030年可持续发展目标议程》中确立的优质教育和性别平等目标，我们旨在通过在规划和评估之间进行持续的双向反馈，测试灵活规划和评估过程的可行性。来自一支U13女子排球队的18名运动员（年龄11.5±0.5岁）被随机分为实验组（计划可每日更改）或对照组（预定义规划，每月调整）。教学干预持续了三个月。除了对训练实践进行持续的每日评估外，还采用了比赛表现评估工具作为4对4比赛形式每周评估的起点（即该工具根据训练过程的反馈每月进行修改）。实验组在规划中使用每日和每周正式评估的信息，对照组每月使用一次。数据表明，预先设定的严格规划（即使每月更新）也无法满足当前学习者的需求。在12周的时间里，实验组对预先设定的规划进行了定期修改，评估工具每月更换。总之，规划和评估都应开放灵活，相互交流信息，并支持量身定制学习环境的设计。
