Judith L. Oslin

An Investigation of Tactical Transfer in Net Games

The purpose of this study was to address the question of whether tactical understanding transfers across games in the net games tactical category. Subjects in the study were 21 (12 boys and 9 girls) randomly selected American ninth grade students, age 14‐15 years. Following initial video taping of badminton singles game play subjects received badminton instruction for five lessons. Instruction focused on solutions to the tactical problem of setting up to attack by the creation of space on the opponents side of the net. After five lessons subjects were video taped again playing singles badminton. Subjects then received five lessons of instruction in pickleball investigating solutions to the same tactical problem. During the third lesson of pickleball instruction six subjects were randomly selected to answer structured written questions related to the similarities between badminton and pickleball and the degree to which learning badminton had helped with learning pickleball. Subjects were video taped again...

A Player-Centered Approach to Coaching

JOPERD • Volume 79 No. 6 • August 2008 D eveloping game-playing skills is central to effective sport performance. During game play, the player is ultimately responsible for discovering and assessing game needs, solving problems, and responding with appropriate decisions and skills. Traditionally, however, the coach has the primary responsibility for assessing game problems and formulating solutions. A player-centered approach (PCA) to coaching and teaching sport—in contrast to a coach-centered approach (CCA)—emphasize the need to give players autonomy to make their own choices both within the game and outside of the game (i.e., during practices and competitive events). Strategic, tactical, physical, social, and emotional skills all affect game performance, and athletes are able to develop these better when they are given autonomy (freedom and opportunities to make choices) to develop game-play solutions that enhance their performance (Kidman, 2001, 2005). The purpose of this article is to describe a PCA, highlighting its qualities, and then to provide examples of its application in coaching and teaching sport. Most of the examples relate to the game of volleyball, but many of the recommendations and examples can be applied to most team sports. The article will conclude with some tips on how coaches and teachers can begin to use a more playeror student-centered approach. It is important to note that this article does not suggest that there is only one correct or specifi c approach; rather, it describes various methods that can be used, either alone or in combination, to increase players’ autonomy and capacity for making sound decisions inside and outside of game play.

Creating an Authentic Dance Class Using Sport Education

Sports are .a.n important part of the Amencan culture. Persons who participate in or attend sporting events spend billions of dollars annually (Leonard, 1984). Unfortunately, most ofthe negative elements that are associated with sport also apply to physical education classes,which creates an environment where many students feel alienated. The majority of these alienated students are girls (Hastie, 1998).The short-termeffects of this alienation are that these students do not fully engage in class activities and often avoid participation by not dressing-out. The long-term effects are that these students carry a negative view of physical education, physical activity, and sports into their adult lives.Since attitudes often determine whether students willparticipate in physical activities in the future; it is important that teachers promote positive attitudes toward physical activity (Fromel, Pangrazi, Stratton, & Vasenc dova, 2002). People who engage in ~ regular physical activity on a daily ba~ sis reduce their risk ofdeveloping sev~ eral illnesses that are among the lead:i ingcauses ofdeath in the United States ! (U.S. Department ofHealth and Hu£man Services, 2000). Yet; nearly half