The Effectiveness of a Differentiated Learning Strategy using Flexible Groups to Improve Football Skills and Keep It

Yıl 2024, Cilt: 7 Sayı: 1, 236 - 244, 25.01.2024

Amenah Hussein , Ismail Abdzid Ashoor , Sadulla Saeed Majed

https://doi.org/10.33438/ijdshs.1370182

Cited By: 1

Öz

In this research, it was aimed to determine the effect of the differentiated training strategy on the development of football skills by using flexible grouping in order to develop and make permanent football skills. The research consisted of 147 second grade students of Saif Al-Dawla Junior High School, Al-Karkh, Baghdad Third Education Department. Groups are control group (KG; n:8; Age 22.7±.1.5yeer, height 171±6.8 cm, body weight 65.4±3.3 kg; BMI 22.4±2.7and experimental group (DG; n:12; Age 21.9±.2.1 year, height 170.6±5.4cm, body weight 64.2±5.5 kg; BMI It is divided into two equal groups: 22.7±2.9. Put down, Passing and Rolling tests were applied to the research group at the beginning and end of the study. Tested for differences between groups with unpaired t-tests. Results were considered significant when p<0.05. The research hypothesis assumes that there is a statistically significant difference at the significance level (p<0.01) between the Pre-test and post-test mean score results of the experimental and control groups in favor of the posttest group in terms of football skill development. test. The post-test mean results for the two study groups were statistically significantly different at the significance level (p<0.01) and favored the experimental group. The post-test and post-test (post-test) results for the maintenance range experimental group were statistically significantly different at the significance level (p<0.01). There was a statistically significant difference between the results of the soccer skill posttest and the maintenance test. In conludes; emphasizes that differentiated learning is a promising approach to nurture adaptive behavior and develop basic skills in football players.

Anahtar Kelimeler

performance of football skills, teaching strategies, flexible grouping

Kaynakça

• Algozzine, B., & Anderson, K.M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing school failure: Alternative education for children and youth, 51(3), 49-54. [CrossRef]
• Andersen, J.C. (2006). Flexibility in performance: Foundational concepts and practical issues. International Journal of Athletic Therapy and Training, 11(3), 9-12. [CrossRef]
• Aydın, S. and Küçük, V. (2022). The Effects of Differential Learning Training on the Motoric Characteristics of Basketball Players. Eurasian Research in Sport Science. Eurasian Sports Sciences Research, (7):1. 35-49. [CrossRef]
• Beckmann, H., Winkel, C., Scho llhorn, W. (2010). Optimal range of variation in hockey technique training. International Journal of Sport Psychology; 41(4):5–45.
• Bradley, P.S., Carling, C., Gomez Diaz, A., Hood, P, Barnes, C., Ade, J., et al. (2013). Match performance and physical capacity of players in the top three competitive standards of English Professional soccer. Human Movement Science; 32(4):808–21. [PubMed]
• Castellano, J., Casamichana, D., Lago, C. (2012). The Use of Match Statistics that Discriminate Between Successful and Unsuccessful Soccer Teams. Journal of Human Kinetics; p. 137. [PubMed]
• Coutinho, D., Santos, S., Gonc¸alves, B., Travassos, B., Wong, D.P., Scho¨ llhorn, W., et al. (2018). The effects of an enrichment training program for youth football attackers. PLOSONE;13(6):e0199008. [PubMed]
• Gaspar, A., Santos, S., Coutinho, D., Gonc¸alves, B., Sampaio, J. and Leite, N. (2019) Acute effects of differential learning on football kicking performance and in countermovement jump. PLoS ONE14(10): e0224280. [PubMed]
• Henz, D. and Scho llhorn, W. (2016). Differential Training Facilitates Early Consolidation in Motor Learning. Frontiers in Behavioral Neuroscience; 10. [PubMed]
• Lloyd, R.S., Cronin, J.B., Faigenbaum, A.D., Haff, G.G., Howard, R., Kraemer, W.J., et al. (2016). National Strength and Conditioning Association Position Statement on Long-Term Athletic Development. Journal of strength and conditioning research; 30(6). [PubMed]
• Lucchesi, M. (2000). Soccer Tactics: An Analysis of Attack and Defense. Reedswain Inc.
• Porter, J. And Magill, R. (2010). Systematically increasing contextual interference is beneficial for learning sport skills. Journal of sports sciences; 28(12):1277–85.[CrossRef]
• Russell, M., Rees, G., Kingsley, M. (2013). Technical Demands of Soccer Match Play in the English Championship. The Journal of Strength & Conditioning Research; 27(10):2869–73. [PubMed]
• Santos, S., Coutinho, D., Gonc¸alves, B., Scho¨llhorn, W., Sampaio, J., Leite, N. (2018). Differential Learning as a Key Training Approach to Improve Creative and Tactical Behavior in Soccer. Research quarterly for exercise and sport. 1–14. [PubMed]
• Savelsbergh, G., Kamper, W., Rabius, J., De Koning, J., Scho¨ llhorn, W. (2010). A new method to learn to start in speed skating: A differencial learning approach. International Journal of Sport Psychology; 41 (4):415.
• Schollhorn, W., Hegen, P., Davids, K. (2012). The nonlinear nature of learning-A differential learning approach. The Open Sports Sciences Journal; 5(1). [CrossRef]
• Schollhorn,W., Beckmann, H.,Janseen, D.,Drepper, J. (2010). Stochastic perturbation in athletics field events enhance skill acquisition. Motor learning in practice–A constraints-led approach. London Routledge
• Schöllhorn, W.I., Mayer-Kress, G., Newell, K.M., & Michelbrink, M. (2009). Time scales of adaptive behavior and motor learning in the presence of stochastic perturbations. Human movement science, 28(3), 319- 333. [PubMed]
• Schollhorn, W. (1999). Individualita¨ t-ein vernachla ssigter Parameter. Leistungssport.
• Schollhorn, W., Beckmann, H., Michelbrink, M., Sechelmann, M., Trockel, M., Davids, K. (2006). Does noise provide a basis for the unification of motor learning theories? International journal of sport psychology; 37 (2/3):186.
• Sparapani, E.F. (2013). Differentiated instruction: Content area applications and other considerations for teaching in grades 5-12 in the twenty-first century. University Press of America.
• Tassignon, B., Verschueren, J., Baeyens, J. P., Benjaminse, A., Gokeler, A., Serrien, B., & Clijsen, R. (2021). An Exploratory meta-analytic review on the empirical evidence of differential learning as an enhanced motor learning method. Frontiers in psychology, 12, 1186. [PubMed]
• Tierney, P.J., Young, A., Clarke, N.D., Duncan, M.J. (2016). Match play demands of 11 versus 11 professional football using Global Positioning System tracking: Variations across common playing formations. Human Movement Science; 49:1–8. [PubMed]
• Majeed, S. S. (2022). Sport TK. Year 2022. Volume 11. Appendix 2. Article 20. The effectiveness of the Six Thinking Hats strategy in testing cognitive intelligence Achieving basic skills in handball. (1)2 [CrossRef]
• Tomlinson, C.A., & Allan, S.D. (2000). Leadership for differentiating schools and classrooms. Ascd.
• Wagner, H. and Muller, E. (2008). The effects of differential and variable training on the quality parameters of a handball throw. Sports Biomechanics. 2008; 7(1):54–71. [PubMed] Wulf, G. and Schmidt, R. (1997). Variability of practice and implicit motor learning. Journal of Experimental Psychology: Learning, Memory, and Cognition; 23(4):987. [CrossRef]