Rigon Marta, Signorini Gabriele, Scurati Raffaele, Trecroci Athos, Colella Dario, Formenti Damiano, Merati Giampiero, Cherubini Domenico, Invernizzi Pietro Luigi
Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20133 Milan, Italy.
Sport Faculty, San Antonio Catholic University of Murcia, 30107 Murcia, Spain.
J Funct Morphol Kinesiol. 2024 Dec 27;10(1):11. doi: 10.3390/jfmk10010011.
BACKGROUND/OBJECTIVES: The educational system thinking approach (ST) takes a holistic vision of instructors/teachers and learners' relationships, making sports pivotal for reflection on education. This study evaluated the efficacy of a multisport ST-based course on minirugby instructors' teaching competence and children players' motor conduct.
The twenty-five rugby instructors (IAC) attended the 25 h course and the children of their teams (n = 109, Ch-IAC) participated in this study as experimental groups. Twenty-five rugby instructors who were not attending the course (I-CON) and their pupils (n = 111, Ch-CON) acted as control groups. Changes in instructors' teaching competence (by the Instrument for Identifying the Teaching Style and the System for Observing Fitness Instruction Time) and children's motor conduct (by the Körperkoordinationtest für Kinder test, the Game Performance Assessment Instrument, the Physical Activity Enjoyment Scale, and the physical self-efficacy scale for children) were assessed.
Thanks to the education received, IAC improved in didactics and methodological competence. They learned to use more production teaching styles than CON (10.5 ± 9.3% vs. 0% of the lesson time, < 0.05), reduce children's inactive lesson time for management (-5.1 ± 3.3% vs. 1.1 ± 3.1%, < 0.05) and promote more outside lesson topics (4.4 ± 3.2% vs. 0%, < 0.05). In addition, compared to Ch-CON, Ch-IAC significantly improved motor coordination, game performance, enjoyment, and self-efficacy ( < 0.05).
Children's enjoyment and self-efficacy acted as mediators that amplified the effects of the multisport training course. At the same time, the instructor's didactical and methodological competence were moderators directly favoring or worsening children's motor competence. Such an integrated multisport model is applicable and suggested for improving sports performance and education processes.
背景/目的：教育系统思维方法（ST）对教师与学习者的关系有着整体的认识，使体育成为教育反思的关键。本研究评估了一门基于多运动项目ST的课程对迷你橄榄球教练教学能力和儿童球员运动行为的效果。
25名橄榄球教练（IAC）参加了为期25小时的课程，他们所在球队的儿童（n = 109，Ch-IAC）作为实验组参与本研究。25名未参加该课程的橄榄球教练（I-CON）及其学生（n = 111，Ch-CON）作为对照组。评估了教练教学能力的变化（通过教学风格识别工具和健身教学时间观察系统）以及儿童的运动行为（通过儿童身体协调性测试、比赛表现评估工具、身体活动享受量表和儿童身体自我效能感量表）。
由于接受了相关教育，IAC在教学法和方法能力方面有所提高。他们学会了比对照组使用更多的生产性教学风格（占课程时间的10.5±9.3% 对比0%，P<0.05），减少了儿童在课堂上用于管理的非活动时间（-5.1±3.3% 对比1.1±3.1%，P<0.05），并增加了更多课外主题（4.4±3.2% 对比0%，P<0.05）。此外，与Ch-CON相比，Ch-IAC在运动协调性、比赛表现、享受程度和自我效能感方面有显著提高（P<0.05）。
儿童的享受程度和自我效能感起到了中介作用，放大了多运动项目训练课程的效果。同时，教练的教学法和方法能力是直接影响儿童运动能力提升或恶化的调节因素。这种综合的多运动项目模式适用于提高运动表现和教育过程，并被推荐采用。
