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Keywords = hybrid model of the game-centered model and the sports education model

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24 pages, 3574 KB  
Article
Monitoring the Impact of Two Pedagogical Models on Physical Load in an Alternative School Sport Using Inertial Devices
by Olga Calle, Antonio Antúnez, Sergio González-Espinosa, Sergio José Ibáñez and Sebastián Feu
Sensors 2025, 25(18), 5929; https://doi.org/10.3390/s25185929 - 22 Sep 2025
Viewed by 155
Abstract
(1) Background: Physical Education sessions subject students to various physical and physiological demands that teachers must understand to design interventions aimed at improving health and fitness. This study aimed to quantify and compare external and internal load before and after implementing two intervention [...] Read more.
(1) Background: Physical Education sessions subject students to various physical and physiological demands that teachers must understand to design interventions aimed at improving health and fitness. This study aimed to quantify and compare external and internal load before and after implementing two intervention programs: one based on the Game-Centered Model and another Hybrid Model that combines the Game-Centered Model with the Sport Education Model. (2) Methods: A total of 47 first-year secondary school students participated, divided into two naturally formed groups. Pre- and post-intervention assessments involved 4 vs. 4 matches monitored using WIMU Pro™ inertial measurement units and heart rate monitors to collect kinematic, neuromuscular, and physiological data. The combined use of inertial sensors and heart rate monitors enabled the objective quantification of students’ physical demands. (3) Results: No significant improvements were observed between pre- and post-tests, possibly due to the short duration of the interventions. However, the Hybrid Model generated higher levels of external load, both kinematic and neuromuscular, in the post-test. (4) Conclusions: The Hybrid Model appears more effective in increasing students’ physical engagement. Inertial sensors represent a valid and practical tool for monitoring and adjusting instructional strategies in school-based Physical Education. Full article
(This article belongs to the Special Issue Recent Innovations in Wearable Sensors for Biomedical Approaches)
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15 pages, 1886 KB  
Article
Analysis of Tactical Knowledge for Learning an Alternative Invasion Sport
by Olga Calle, Antonio Antúnez, Sergio José Ibáñez and Sebastián Feu
Educ. Sci. 2024, 14(10), 1136; https://doi.org/10.3390/educsci14101136 - 20 Oct 2024
Cited by 2 | Viewed by 2315
Abstract
The study of declarative and procedural knowledge in sport allows us to assess students’ tactical learning processes. The aim of this study was to analyze and compare the level of declarative and procedural knowledge acquired by students according to the pedagogical model and [...] Read more.
The study of declarative and procedural knowledge in sport allows us to assess students’ tactical learning processes. The aim of this study was to analyze and compare the level of declarative and procedural knowledge acquired by students according to the pedagogical model and gender, after the application of two intervention programs for an alternative invasion sport, “Rosquilla”. This study involved 136 students distributed into six groups of Primary Education (fifth and sixth year) and Secondary Education (first year). Each group in the same year participated in a different intervention program, one based on the Game-Centered Model and the other on a hybrid model of the Game-Centered Model and the Sports Education Model. A descriptive analysis was carried out to determine the characteristics of the participants. Subsequently, an independent samples Mann–Whitney U-test was applied to compare the level of knowledge between the models and genders in the pre- and post-test periods. A Linear Mixed Model was used to analyze the level of knowledge of students within each group and compare them according to methodology and gender. The results indicate that both programs generated improvements in declarative and procedural knowledge. Therefore, students learn equally regardless of the methodological perspective and gender. Full article
(This article belongs to the Topic Recent Advances in Physical Education and Sports)
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