Experience as a Determinant of Declarative and Procedural Knowledge in School Football.
direct instruction
experience
gender
physical education
tactical games approach
Journal
International journal of environmental research and public health
ISSN: 1660-4601
Titre abrégé: Int J Environ Res Public Health
Pays: Switzerland
ID NLM: 101238455
Informations de publication
Date de publication:
07 02 2020
07 02 2020
Historique:
received:
14
01
2020
revised:
05
02
2020
accepted:
06
02
2020
entrez:
13
2
2020
pubmed:
13
2
2020
medline:
4
9
2020
Statut:
epublish
Résumé
The study of declarative and procedural knowledge makes it possible to ascertain what cognitive processes are like during motor learning. This study aimed to compare, according to the methodology, gender and experience (football practise), and the levels of declarative and procedural knowledge after the implementation of two intervention programmes on school football including one based on the tactics learning and the other on the technique learning. A total of 41 students in the 5th year of primary education from a state school from Spain, distributed in two class groups, participated in the study. Each class group participated in a different intervention programme. The sample of subjects was equal (tactical programme (
Identifiants
pubmed: 32046167
pii: ijerph17031063
doi: 10.3390/ijerph17031063
pmc: PMC7037024
pii:
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Déclaration de conflit d'intérêts
The authors declare no conflict of interest.
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