Hastie P A
Department of Health and Human Performance, Auburn University, USA.
Res Q Exerc Sport. 1998 Dec;69(4):368-79. doi: 10.1080/02701367.1998.10607711.
The purpose of this study was to examine the development of skill competence and tactical sophistication during a games unit conducted following the features of sport education provided by Siedentop (1994). One team of six players was followed through a 30-lesson season of "Ultimate." Using Gréhaigne, Godbout, and Bouthier's (1997) formula for an efficiency index, together with a number of other measures of skill and tactical competence, it was determined that these students made significant improvements in selection and execution dimensions of the game. Furthermore, lower skilled students did not feel marginalized within their teams and believed they had equal opportunities for improvement. The key reasons for developing competence in this setting were the sufficient length of the season to allow for significant practice opportunities and the consistent team membership throughout season, which allowed all players to develop a sense of usefulness. This curriculum model provides one way students can develop skills through a system of game playing, provided sport education units are structured to prevent the more skillful players from dominating the games.
本研究的目的是，按照西登托普（1994年）提出的体育教育特点，在一个游戏单元中考察技能能力和战术复杂性的发展情况。对一支由六名球员组成的队伍进行了为期30节课程的“极限飞盘”赛季跟踪研究。运用格雷艾涅、戈德布和布蒂耶（1997年）的效率指数公式，以及其他一些技能和战术能力的衡量标准，研究确定这些学生在比赛的选择和执行维度上有显著进步。此外，技能较低的学生在团队中并未感到被边缘化，并且相信他们有平等的进步机会。在这种情况下培养能力的关键原因是赛季时间足够长，能提供大量练习机会，且整个赛季团队成员稳定，这让所有球员都产生了一种有所贡献的感觉。这种课程模式提供了一种让学生通过游戏系统培养技能的方式，前提是体育教育单元的设计要防止技术更娴熟的球员主导比赛。
