Academic learning time in physical education (ALT-PE) during an adapted tennis program for children with autism spectrum disorders.

As the prevalence of autism spectrum disorder (ASD) increases, there is a growing need to develop physical activity interventions that address the behavioral challenges experienced by individuals with ASD. Physical education teachers have employed behavioral supports that add more structure and adapt the environment for individuals with ASD, which are associated with increased engagement for individuals with ASD during PE. The purpose of this study was to quantify motor engaged behaviors (i.e. motor appropriate (MA)), motor inappropriate (MI), motor supported (MS) during skill practice in 18 individuals with ASD (ages 7-19 years) participating in an adapted tennis program (ACEing Autism) using the Academic Learning Time in Physical Education (ALT-PE) instrument. Overall, the supports provided during the program may have enabled participants with ASD to spend more time in MA and MS than MI. Indeed, the participants spent over 50% of their time in MA during the program.

The Impact of Sport Education on Chinese Physical Education Majors' Volleyball Content Knowledge and Performance.

Purpose: The preparation of Chinese physical education teachers focuses strongly on movement competence and the development of knowledge about rules and techniques. What is missing are experiences that promote expertise in task design and progressions. The purpose of this study was to examine if participation in classes following the Sport Education model could enhance content expertise by placing students in situations where they were responsible for these tasks. Methods: One hundred and ten physical education majors from a university in central China participated in a semester-long course of volleyball taught using either Traditional Instruction or Sport Education. Pre- and post-course measures were recorded of participants' game performance, common content knowledge (CCK), and specialized content knowledge (SCK). Results: After controlling for pre-intervention scores, statistically significant differences were evident in the posttest scores between the instructional groups for all three measures. The binomial logistic regression model to ascertain the effect of course type on the likelihood that students would reach the benchmark depth of SCK produced statistical significance. Students in the Sport Education classes had 6.67 times higher odds to reach the benchmark than students in the Traditional Instruction classes. Conclusion: The accountability mechanisms specific to Sport Education that have been shown to enhance student motivation and promote knowledge and performance seemed to carry over into this setting. As students in Sport Education were responsible for designing much of their team training, this served to promote their ability to design and sequence tasks based on their team's needs. Implications for physical education teacher education are discussed.

Grouping Students by Skill Level in Mini-Volleyball: Effect on Game Performance and Knowledge in Sport Education.

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 (N = 126) 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 and knowledge. Although sport education literature shows a preference for heterogeneity in ability-based grouping, within our data both heterogeneous and homogenous groups of higher and lower skilled students achieved improvements in game performance and knowledge, leading us to suggest that teachers who are interested in grouping students to create a meaningful learning experience should consider criteria other than student ability.

What Actually Differs between Traditional Teaching and Sport Education in Students' Learning Outcomes? A Critical Systematic Review.

This systematic review aimed to examine the main findings concerning to the investigations focused on compare, within Physical Education context, the influence of Sport Education (SE) and Traditional Teaching (TT) on students' learning outcomes. A literature search was conducted on nine electronic databases (PubMed, Google Scholar, Web of Science, SCOPUS, Academic Search Ultimate, ERIC, Education Source, APA PsycINFO and APA PsycARTICLES). Inclusion criteria were defined before the selection process. Accordingly, were only included articles that (i) were published in peer-reviewed international journals indexed in Journal Citation Reports or Scientific Journal Rankings; (ii) were available in full-text; (iii) were published in English, Portuguese or Spanish; (iv) were performed within Physical Education context; and (v) provided specifically a comparison between the effects of SE and TT on students' learning outcomes. Globally, twenty-eight studies met the inclusion criteria. The manuscripts' methodological quality was assessed through Downs and Black checklist, with all studies displaying moderate quality. Results showed that comparisons among SE and TT tend to analyze team sports activities sampling high-school students via quasi-experimental designs, with more than half of them were published over the past five years. Also, these investigations typically focused on the differences between both models on the development of personal and social skills, as well as its impact on the motor and cognitive domains. In this respect, although the results tend to point out increases in both SE and TT, superior values are achieved when SE is implemented. The analysis of the teaching-learning process using alternative research methods and designs (i.e., experimental studies, qualitative data, longitudinal analysis, action-research and case studies), longer units with appropriate planning, and the report of model's fidelity so that robust findings can endorse the teachers' praxis, must be a concern in future studies.

Abrupt dietary changes between grass and hay alter faecal microbiota of ponies.

Abrupt dietary changes, as can be common when managing horses, may lead to compositional changes in gut microbiota, which may result in digestive or metabolic disturbances. The aim of this study was to describe and compare the faecal microbiota of ponies abruptly changed from pasture grazing ad libitum to a restricted hay-only diet and vice versa. The experiment consisted of two, 14-day periods. Faecal samples were collected on day 0 and days 1-3,7,14 after abrupt dietary change from grass to hay and from hay to grass. Microbial populations were characterised by sequencing the V3-V4 region of the 16S rRNA gene using the Illumina MiSeq platform, 4,777,315 sequences were obtained from 6 ponies. Further analyses were performed to characterise the microbiome as well as the relative abundance of microbiota present. The results of this study suggest that the faecal microbiota of mature ponies is highly diverse, and the relative abundances of individual taxa change in response to abrupt changes in diet. The faecal microbiota of ponies maintained on a restricted amount of hay-only was similar to that of the ponies fed solely grass ad libitum in terms of richness and phylogenetic diversity; however, it differed significantly in terms of the relative abundances at distinct taxonomic levels. Class Bacilli, order Lactobacillales, family Lactobacillaceae, and genus Lactobacillus were presented in increased relative abundance on day 2 after an abrupt dietary change from hay to grass compared to all other experimental days (P <0.05). Abrupt changes from grass to hay and vice versa affect the faecal microbial community structure; moreover, the order of dietary change appears to have a profound effect in the first few days following the transition. An abrupt dietary change from hay to grass may represent a higher risk for gut disturbances compared to abrupt change from grass to hay.

Contrasting effects of high-starch and high-sugar diets on ruminal function in cattle.

The experiment reported in this research paper aimed to determine whether clinical and subclinical effects on cattle were similar if provided with isoenergetic and isonitrogenous challenge diets in which carbohydrate sources were predominantly starch or sugar. The study was a 3 × 3 Latin square using six adult Jersey cows with rumen cannulae, over 9 weeks. In the first 2 weeks of each 3 week experimental period cows were fed with a maintenance diet and, in the last week, each animal was assigned to one of three diets: a control diet (CON), being a continuation of the maintenance diet; a high starch (HSt) or a high sugar (HSu) diet. Reticuloruminal pH and motility were recorded throughout the study period. Blood and ruminal samples were taken on day-1 (TP-1), day-2 (TP-2) and day-7 (TP-7) of each challenge week. Four clinical variables were recorded daily: diarrhoea, inappetence, depression and ruminal tympany. The effects of treatment, hour of day and day after treatment on clinical parameters were analysed using linear mixed effects (LME) models. Although both challenge diets resulted in a decline in pH, an increase in the absolute pH residuals and an increase in the number of minutes per day under pH 5.8, systemic inflammation was only detected with the HSt diet. The challenge diets differentially modified amplitude and period of reticuloruminal contractions compared with CON diet and both were associated with an increased probability of diarrhoea. The HSu diet reduced the probability of an animal consuming its complete allocation. Because the challenge diets were derived from complex natural materials (barley and molasses respectively), it is not possible to assign all the differential effects to the difference in starch and sugar concentration: non-starch components of barley or non-sugar components of molasses might have contributed to some of the observations. In conclusion, substituting much of the starch with sugar caused no substantial reduction in the acidosis load, but inflammatory response was reduced while feed rejection was increased.

Factors Influencing Equine Gut Microbiota: Current Knowledge.

Gastrointestinal microbiota play a crucial role in nutrient digestion, maintaining animal health and welfare. Various factors may affect microbial balance often leading to disturbances that may result in debilitating conditions such as colic and laminitis. The invention of next-generation sequencing technologies and bioinformatics has provided valuable information on the effects of factors influencing equine gut microbiota. Among those factors are nutrition and management (e.g., diet, supplements, exercise), medical substances (e.g., antimicrobials, anthelmintics, anesthetics), animal-related factors (breed and age), various pathological conditions (colitis, diarrhea, colic, laminitis, equine gastric ulcer syndrome), as well as stress-related factors (transportation and weaning). The aim of this review is to assimilate current knowledge on equine microbiome studies, focusing on the effect of factors influencing equine gastrointestinal microbiota. Decrease in microbial diversity and richness leading to decrease in stability; decrease in Lachnospiraceae and Ruminococcaceae family members, which contribute to gut homeostasis; increase in Lactobacillus and Streptococcus; decrease in lactic acid utilizing bacteria; decrease in butyrate-producing bacteria that have anti-inflammatory properties may all be considered as a negative change in equine gut microbiota. Shifts in Firmicutes and Bacteroidetes have often been observed in the literature in response to certain treatments or when describing healthy and unhealthy animals; however, these shifts are inconsistent. It is time to move forward and use the knowledge now acquired to start manipulating the microbiota of horses.

The similarity of the effect of carbohydrase or prebiotic supplementation in broilers aged 21 days, fed mixed cereal diets and challenged with coccidiosis infection.

The aim of this study was to investigate the effect on growth performance and nutrient utilisation when supplementing diets deficient in energy and protein with carbohydrase enzymes or xylo-oligosaccharide in broilers challenged with coccidia. 960 Ross 308 broilers were used in this 21-day study. The treatments were arranged into a 2×4 factorial with 2 challenge states (challenged and non-challenged) and 4 different additive types (control, xylanase alone, xylanase and ß-glucanase mixture and xylo-oligosaccharide). On day 14, the challenged group received 12× the recommended dose of coccidiosis vaccine while the non-challenged group received a sham treatment of water only. The birds and feed were weighed on days 0, 14 and 21. On day 21, two birds per pen were euthanized, the caeca were removed and the contents collected for short chain fatty acid analysis. Six more birds per pen were euthanized and ileal digesta were collected and pooled per pen for nutrient digestibility analysis. Feed intake was greater (P < 0.05) on days 14 and 21 when xylo-oligosaccharide was included in the diet compared to the xylanase and ß-glucanase mixture in birds challenged with coccidiosis. Including xylo-oligosaccharide in the diet improved (P < 0.05) the digestibility of nitrogen and supplementing diets with the xylanase and ß-glucanase mixture improved (P < 0.05) the digestibility of several amino acids. The concentration of arabinose and xylose was (P < 0.001) greater when broiler diets were supplemented with carbohydrase enzymes or xylo-oligosaccharide compared to the control. Although there was an increase in short chain fatty acid production due to the addition of carbohydrase enzymes or xylo-oligosaccharide, there was no additive effect on the %G+C profile of caecal bacteria however there was a negative effect of coccidiosis. In conclusion, the similarity in the response to carbohydrase enzymes or xylo-oligosaccharide supplementation illustrates that the hydrolysis products from carbohydrase activity may have prebiotic like effects.

High-starch diets alter equine faecal microbiota and increase behavioural reactivity.

Gut microbiota have been associated with health, disease and behaviour in several species and are an important link in gut-brain axis communication. Diet plays a key role in affecting the composition of gut microbiota. In horses, high-starch diets alter the hindgut microbiota. High-starch diets are also associated with increased behavioural reactivity in horses. These changes in microbiota and behaviour may be associated. This study compares the faecal microbiota and behaviour of 10 naïve ponies. A cross-over design was used with experimental groups fed high-starch (HS) or high-fibre (HF) diets. Results showed that ponies were more reactive and less settled when being fed the HS diet compared to the HF diet. Irrespective of diet, the bacterial profile was dominated by two main phyla, Firmicutes, closely followed by Bacteroidetes. However, at lower taxonomic levels multivariate analysis of 16S rRNA gene sequencing data showed diet affected faecal microbial community structure. The abundance of 85 OTUs differed significantly related to diet. Correlative relationships exist between dietary induced alterations to faecal microbiota and behaviour. Results demonstrate a clear link between diet, faecal microbial community composition and behaviour. Dietary induced alterations to gut microbiota play a role in affecting the behaviour of the host.

What Do We Know About the Development of Personal and Social Skills within the Sport Education Model: A Systematic Review.

The purpose of the present study was to conduct a review of the research on the Sport Education (SE) studies that have examined the development of students' personal and social skills. Research articles selected were found through Web of Science, SCOPUS, Academic Search Complete, ERIC, SPORTDiscus with Full Text, Education Source, PsycINFO and PsycARTICLES databases. The keywords "Sport Education" and "physical education" were used in different combinations. The articles were included for analysis if the following criteria were met: (i) were published in peer-reviewed international journals indexed in JCR (Journal Citation Reports) or SJR (Scientific Journal Rankings); (ii) were available in full-text; (iii) examined personal and social variables included or measured as main outcomes within the SE model. The quality of the selected studies was scored using a quality assessment list. Fifty-one studies were included. Results showed that, considering the development of social and personal competencies, the majority of SE research took place in Spain and USA in a co-educational PE context (high school). Enjoyment/satisfaction, enthusiasm and engagement were the predominant outcome measures, using a non-experimental design and multiple qualitative tools in more than half of the studies. Few studies established the fidelity of the model implementation. There is a need for future research to consider other samples, contexts, cultures and types of sports seeking to reinforce the positive impact of SE on the personal and social competencies. Longer units with a good planning, mixed and quantitative methodological designs and the report of the model fidelity would be also particularly important for future investigations.

Changes in Fundamental Motor-Skill Performance Following a Nine-Month Mastery Motivational Climate Intervention.

Purpose: Children who do not learn their fundamental motor skills (FMS) are more likely to be unskilled, sedentary adults. By consequence, it behooves those teaching physical education to put in place mechanisms that promote as well as motivate children to master their FMS. One approach to achieving this goal is through the adoption of mastery motivational climates (MMC) in physical education. The purpose of this study was to determine the effects of a year-long (9-month) MMC physical education program on preschool children's FMS learning. Method: Participants (N = 96, MMC = 58, Comparison = 38) completed the Test of Gross Motor Development-Third Edition prior to and after intervention. Intact classrooms were randomly assigned to either a MMC or comparison group. A repeated measures nested MANOVA was used to test changes by group. Follow-up measurements included univariate repeated measures and simple effects analyses. Results: There were no significant multivariate differences based on class membership (p = .249), indicating the nested structure was not associated with any meaningful differences in test scores. There was a significant multivariate difference based on the interaction of time (pre- versus post-test) and group (p < .001). Both locomotor and ball skills significantly varied between groups and across time. Children in both groups improved from pre-test to post-test, but the rate of improvement was significantly greater for the MMC group. Conclusions: A year-long MMC intervention is beneficial for improving children's FMS.

Examining the Pathway to Motor Skill Competence in a Mastery Motivational Climate: An Appreciative Inquiry.

Purpose: This study followed a strengths-based approach to identify the pathway children follow as they develop from novice to skillful learners during a mastery-motivational physical education setting. Method: Eleven 4-year-old children (nine boys) participated in a motor activity program delivered twice weekly across 26 weeks. The teacher participated in monthly 30-45-min interviews that sought to identify the critical moments of the program as it had progressed to that point in time. Photographic images of the children's experiences in the climate acted as prompts during interviews. Interview transcripts were subject to a deductive analysis in which the ideas of "what was working well" and "what the future might look like" were the initial categories. Results: Interview and photo analyses revealed that the children moved through three phases on their pathway towards mastery. In phase 1, "captivation" and "exploration," the children presented the teacher with challenges in developing the managerial system. In phase 2, "cooperation" and "consolidation," there was significantly less task modification and more time in deliberate practice. In phase 3, "dedication" and "collaboration," the children began to actively seek out the teacher as a resource to help them learn. Conclusions: The identification of critical teaching behaviors during the program adds support for our contention that the teacher is a critical component in helping children advance along the pathway of mastery when placed in an autonomy-supportive climate. These are allowing time for exploration and experiencing freedom, adding structure, and helping students learn to manage themselves.

The effect of carbohydrases or prebiotic oligosaccharides on growth performance, nutrient utilisation and development of small intestine and immune organs in broilers fed nutrient-adequate diets based on either wheat or barley.

BACKGROUND: Non-starch polysaccharides are large complex molecules and are found in cereal grains. This study was conducted to investigate the effect of carbohydrase enzymes or prebiotic oligosaccharides on growth performance, nutrient utilisation and weight of organs associated with the immune system in broilers fed wheat- or barley-based diets. RESULTS: In wheat-based diets, feed intake was lower (P < 0.05) following xylo-oligosaccharide supplementation, whereas in barley-based diets feed intake was greater (P < 0.05) following ß-glucanase supplementation. Gross energy digestibility was improved (P < 0.01) when either level of xylanase was added to wheat diets. Ileal digestible energy was greater (P < 0.01) in wheat diets including an additive compared with the control diet. In wheat diets, bursa weight was lower (P < 0.05) following xylo-oligosaccharide supplementation compared with the control treatment. CONCLUSIONS: The current study showed that supplemented carbohydrases or prebiotic oligosaccharides could alter the development of immune organs or small intestine without any significant effect on growth performance in broilers receiving nutrient-adequate diets. © 2018 The Authors. Journal of the Science of Food and Agriculture published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry.

The development of a short form of the Test of Gross Motor Development-2 in Brazilian children: Validity and reliability.

BACKGROUND: Assessing children's motor skills is important for identifying children with delays, measuring learning, and determining teaching effectiveness. One popular assessment for measuring fundamental motor skills in children is the Test of Gross Motor Development-2 (TGMD-2). Although the TGMD-2 long form is widely known, a short form of the TGMD-2 has not been yet proposed and investigated. The aim of this study was to develop a short form of the TGMD-2 and to examine its validity, interrater reliability and test-retest reliability. METHOD: Data from 2,463 Brazilian children were analyzed. Exploratory and confirmatory factor analysis was used to investigate the validity of reducing the number of TGMD-2 skills. RESULTS: The short-form version of the TGMD-2 with six skills has appropriate indices of confirmatory factorial validity (root mean square error of approximation: 0.06, 90% confidence interval [0.06, 0.07]; comparative fit index: 0.94; normed fit index: 0.94: Tucker-Lewis index: 0.83; goodness-of-fit index: 0.98; adjusted goodness-of-fit index: 0.95), internal consistency (α = 0.70 for the overall test), interrater and intrarater reliability (intraclass correlation coefficients values from 0.81 to 0.96) and test-retest reliability (r values from 0.55 to 0.95). CONCLUSIONS: From these findings, practitioners now have a valid and reliable, short form of the TGMD-2 for use in assessing children's motor skill competence; promoting wider use of the test for screening and pedagogical purposes.

Mediating Peer Teaching for Learning Games: An Action Research Intervention Across Three Consecutive Sport Education Seasons.

PURPOSE: The purpose of this study was to provide an integrated analysis of a teacher's peer-teaching mediation strategies, the student-coaches' instruction, and the students' gameplay development across 3 consecutive seasons of sport education. METHOD: Twenty-six 7th-grade students participated in 3 consecutive sport education seasons of invasion games (basketball, handball, and soccer). The research involved 3 action research cycles, 1 per season, and each cycle included the processes of planning, acting and monitoring, reflecting, and fact finding. Data collection consisted of videotape and audiotape records of all 47 lessons, a reflective field diary kept by the first author in the role of teacher-researcher, and a total of 24 semistructured focus-group interviews. Trustworthiness criteria for assuring the quality of qualitative research included extensive data triangulation, stakeholders' crosschecking, and collaborative interpretational analysis. RESULTS: Through the application of systematic preparation strategies, student-coaches were able to successfully conduct team instruction that resulted in students' tactical development and improved performance. Aspects such as the study of predominant configurations of players' gameplay and similar tactical principles across games within the same category prevented a setback in the complexity of the learning content addressed at the beginning of each season. Players also showed an increasing ability to adapt gameplay to game conditions. CONCLUSIONS: While sport education has the capacity to develop competent players, different levels of teacher guidance and learners' instructional responsibility are necessary when teaching tactics.

A Sport Education Fitness Season's Impact on Students' Fitness Levels, Knowledge, and In-Class Physical Activity.

PURPOSE: The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students' fitness knowledge and fitness achievement. METHOD: One hundred and sixty-six 5th-grade students (76 boys, 90 girls) participated in a 20-lesson season called "CrossFit Challenge" during a 4-week period. The Progressive Aerobic Cardiovascular Endurance Run, push-ups, and curl-ups tests of the FITNESSGRAM® were used to assess fitness at pretest and posttest, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF). Physical activity was measured with Actigraph GT3X triaxial accelerometers. RESULTS: Results indicated a significant time effect for all fitness tests and the knowledge test. Across the entire season, the students spent an average of 54.5% of lesson time engaged in MVPA, irrespective of the type of lesson (instruction, free practice, or competition). CONCLUSIONS: The results suggest that configuring the key principles of sport education within a unit of fitness is an efficient model for providing students with the opportunity to improve fitness skill and HRF knowledge while attaining recommended levels of MVPA.

Preschoolers' Physical Activity Participation Across a Yearlong Mastery-Motivational Climate Intervention.

PURPOSE: This study sought to determine how children's participation in physical activity during a mastery-motivational climate changed during a 20-week intervention and to compare it to children's free-play activity during a typical day at their local day-care facility. METHOD: Twelve 4-year-old children participated in a mastery-motivational climate physical activity program delivered 2 days a week for 20 weeks during a period of 8 months. All children were fitted with an Actigraph GT3X triaxial accelerometer. Data from the accelerometers were reduced to determine minutes of sedentary time, light physical activity, and moderate-to-vigorous physical activity (MVPA) during (a) all 20 weeks, and (b) Weeks 1 through 4, Weeks 9 through 12, and Weeks 17 to 20 for the mastery climate. Activity levels in the mastery condition were compared to the children's activity during unplanned free play in Weeks 1, 10, and 20. RESULTS: During the course of the mastery-motivational climate program, participation in sedentary behavior decreased statistically significantly, while participation in MVPA increased statistically significantly. Within the free-play condition, there were no changes in the levels of activity across time, with the children spending on average more than 80% of their time being sedentary. CONCLUSIONS: Findings indicate that when specific task structures associated with a mastery climate are included in an instructional setting, these climate manipulations seem to have a direct effect on physical activity levels once the children learned how to manage themselves in the setting. Free-play activity in and of itself does not appear to stimulate MVPA.

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Early post parturient changes in milk acute phase proteins.

The periparturient period is one of the most critical periods in the productive life of a dairy cow, and is the period when dairy cows are most susceptible to developing new intramammary infections (IMI) leading to mastitis. Acute phase proteins (APP) such as haptoglobin (Hp), mammary associated serum amyloid A3 (M-SAA3) and C-reactive protein (CRP) have been detected in milk during mastitis but their presence in colostrum and milk in the immediate postpartum period has had limited investigation. The hypothesis was tested that APP are a constituent of colostrum and milk during this period. Enzyme linked immunosorbent assays (ELISAs) were used to determine each APP's concentration in colostrum and milk collected daily from the first to tenth day following calving in 22 Holstein-Friesian dairy cows. Haptoglobin was assessed in individual quarters and composite milk samples while M-SAA3 and CRP concentration were determined in composite milk samples. Change in Hp in relation to the high abundance proteins during the transition from colostrum to milk were evaluated by 1 and 2 dimension electrophoresis and western blot. In 80% of the cows all APPs were detected in colostrum on the first day following parturition at moderately high levels but gradually decreased to minimal values in the milk by the 6th day after calving. The remaining cows (20%) showed different patterns in the daily milk APP concentrations and when an elevated level is detected could reflect the presence of IMI. Demonstration that APP are present in colostrum and milk following parturition but fall to low levels within 4 days means that elevated APP after this time could be biomarkers of post parturient mastitis allowing early intervention to reduce disease on dairy farms.

O desenvolvimento da compreensão holística do jogo por meio da criação do jogo / The development of games literacy with student-designed games intervention / El desarrollo de la comprensión holística mediante la creación de juego

Resumo O estudo examinou a compreensão holística do jogo (compreensão de regras, valores, distinção entre boas e más práticas) aprendida por alunos do ensino fundamental após uma intervenção de criação de jogos de alvo. A intervenção foi dividida em cinco momentos: introdução aos jogos de alvo, ensinar jogos a outros alunos, criar novos jogos, ensinar seus próprios jogos e praticá-los. A coleta de dados incluiu observações, questionários e entrevistas, que foram analisados por meio de uma triangulação. Concluiu-se que os alunos foram capazes de valorizar as regras dos jogos criados, mas tiveram dificuldade na apresentação dos jogos, uma tarefa normalmente atribuída ao professor.

Abstract The study examined the games literacy (understanding rules, games values, distinction between good and bad practices) learned by elementary school students after a student-designed games intervention with target games. The intervention was divided into four stages: target games introduction, teaching games to other students, creating new games, teaching their own games. Data collection included observations, questionnaires and interviews, which were analyzed by a triangulation. It was concluded that students were able to appreciate the rules of the games created, but had difficulty in presenting the game, a task normally assigned to the teacher.

Resumen El estudio examinó el nivel de comprensión holística (entender las reglas, figuras del deporte, la distinción entre buenas y malas prácticas deportivas) aprendidas por alumnos de primaria después de una intervención para crear juegos de diana móvil. La intervención se divide en cuatro etapas: introducción a los juegos de diana, enseñanza de juegos a otros estudiantes, crear nuevos juegos, enseñar sus propios juegos. La recolección de datos incluyó observaciones, cuestionarios y entrevistas, que fueron analizados mediante una triangulación. Se concluyó que los estudiantes pudieron aprender las reglas de los juegos creados, pero tuvieron dificultades en la presentación del juego, una tarea normalmente asignada a la maestra.