Changes in Children's Knowledge of Cutting, Passing, and Tactics in Invasion Games after a Unit of Instruction

Research Quarterly for Exercise and Sport, March 2001 | Go to article overview

Changes in Children's Knowledge of Cutting, Passing, and Tactics in Invasion Games after a Unit of Instruction


Michael Nevett, Inez Rovegno, and Matt Babiarz, University of Alabama

The purposes of this study were to describe the changes in fourth grade children's knowledge of passing and cutting to receive a pass in a three versus three basketball-type keep-away game after a 12-lesson unit of instruction. Little research has been completed to examine in detail how children's tactical knowledge changes after an extended unit of instruction. Twenty-four 4th grade students received 12 lessons of invasion game instruction over the course of the school year. The children's knowledge was assessed pre- and postinstruction with a 20-item multiple choice knowledge test and a knowledge interview. The knowledge interview included standard open-ended questions about what the participant would think about when she/he had control of the ball, and when a teammate had procession of the ball in a basketball or soccer type game. A coding system was developed based on the children's generated responses to the interview questions. The total number of concepts, variety of concepts, and the percentage of tac tical actions and scoring and winning type goal concepts were analyzed. These variables, as well as the knowledge test scores were analyzed in a 2 (Skill) x 2 (Pre-Post) analysis of variance with repeated measures on the last factor. …

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