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The Kawayoku Tales

System for notational analysis in small-sided soccer games

The objective of this study was to compose an objective and detailed notational analysis system for 3 vs. 2GK smallsided soccer games, in which three roles are examined: attacker with ball, attacker without ball and defender. The actions and the outcome of the actions were registered for each player and in each role. Players earn points for each action and outcome according to an a priori determined scheme. Performance scores for each role are calculated as the average number of points a participant earns per trial. This notation system was tested on 19 highly talented female soccer players and validity and reliability of the system were determined. In addition, practical applications were discussed and the most important items of the notation system were determined and using only these items, a simplified notation system was proposed. The notation system has high ecological validity and can discriminate the high and low categorized players, but further development is necessary to increase the reliability of the system.

Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education

Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a single-gender grouping strategy within co-educational classes. A final sample of 216 students (90 girls; 42%) within 13 classes in grades 7–9 (age 11–15) played basketball in mixed-gender and in single-gender teams. The effects on participant’s perceived competence and moderate-to-vigorous activity (MVPA) were assessed using questionnaires and heart rate monitors, respectively. Although girls’ perceived competence was lower than that of boys, girls’ perceived competence increased during single-gender game play. Physical activity levels were high during both mixed-gender and single-gender game play. Playing invasion games (i.e. basketball, handball, soccer) in gender-specific groups could be a useful strategy for PE teachers to implement into their lessons, in order to improve girls’ perceived competence during invasion games. https://doi.org/10.1177/1356336X13496000

Sharper angle, higher risk? The effect of cutting angle on knee mechanics in invasion sport athletes

Introduction: Cutting is an important skill in team-sports, but unfortunately is also related to non-contact ACL injuries. The purpose was to examine knee kinetics and kinematics at different cutting angles. Material and methods: 13 males and 16 females performed cuts at different angles (45 , 90 , 135 and 180 ) at maximum speed. 3D kinematics and kinetics were collected. To determine differences across cutting angles (45 , 90 , 135 and 180 ) and sex (female, male), a 4 2 repeated measures ANOVA was conducted followed by post hoc comparisons (Bonferroni) with alpha level set at a 0.05 a priori. Results: At all cutting angles, males showed greater knee flexion angles than females (p < 0.01). Also, where males performed all cutting angles with no differences in the amount of knee flexion 42.53 ± 8.95 , females decreased their knee flexion angle from 40.6 ± 7.2 when cutting at 45 to 36.81 ± 9.10 when cutting at 90 , 135 and 180 (p < 0.01). Knee flexion moment decreased for both sexes when cutting towards sharper angles (p < 0.05). At 90 , 135 and 180 , males showed greater knee valgus moments than females. For both sexes, knee valgus moment increased towards the sharper cut- ting angles and then stabilized compared to the 45 cutting angle (p < 0.01). Both females and males showed smaller vGRF when cutting to sharper angles (p < 0.01). Conclusion: It can be concluded that different cutting angles demand different knee kinematics and kinet- ics. Sharper cutting angles place the knee more at risk. However, females and males handle this differ- ently, which has implications for injury prevention.

Games for learning

This chapter discusses educational aspects and possibilities of serious games. For researchers as well as game designers we describe key learning theories to ground their work in theoretical framework. We draw on recent metareviews to offer an exhaustive inventory of known learning and affective outcomes in serious games, and to discuss assessment methods valuable not only for research but also for efficient serious game design. The implementation and design of serious games are outlined in separated sections. Different individual characteristics that seem to be strongly affecting process of learning with serious games (learning style, gender and age) are discussed with emphasis on game development.

A manifesto for European video games. Gaming Horizons Deliverable D 3.4

Gaming Horizons is a EU-funded project that explored the role of video games in culture, the economy and education. We engaged with more than 280 stakeholders through interviews, workshops and webinars.