Studia sportiva

Development and Preliminary Outcomes of a Game-Based Learning Model for Enhancing Manipulative Movement Skills in Primary Education

2025-12-15T12:43:45+01:00

This study aimed to develop and pilot-evaluate the GAMES-MMS game-based instructional model for improving manipulative movement skills among lower-grade elementary school students. Using a research-and-development approach, the model was designed through expert validation and classroom trials, and then organized as an implementation-ready program consisting of structured games, clear procedures, progressions, and instructional cues. The pilot implementation was conducted over four weeks during regular physical education lessons using a one-group pretest–posttest design. The results showed that manipulative movement skill scores increased from 62.14 (SD = 8.22) at pretest to 77.36 (SD = 7.18) at posttest. The mean change was 15.22, 95% CI [11.83, 18.61], and the paired-samples t-test indicated a statistically significant within-group difference (t = 9.21, p < .001). The magnitude of change was large (Cohen’s d ≈ 1.6). Expert validation also indicated excellent ratings for instructional design, developmental relevance, and clarity of instructions, engagement level, and overall feasibility, supporting the model’s practical value for classroom use. The main contribution of this study lies in providing a structured, play-based instructional model that is closely aligned with the developmental characteristics of young learners and the practical needs of primary physical education. However, because the evaluation phase did not include a comparison group, the observed gains should be interpreted as preliminary evidence of feasibility and potential efficacy rather than as definitive causal effects. Future studies are needed to examine the model using controlled designs, larger and more diverse samples, follow-up assessments, and broader outcomes related to physical literacy and sustained physical activity.

Effects of Neuromuscular Training on Postural Stability and Ankle Proprioception in Volleyball Players

2026-06-03T11:41:20+02:00

Volleyball is a high-intensity sport that requires rapid directional changes, jumping, and single-leg landings, placing significant stress on the lower limbs, particularly the ankles. Impaired postural stability and ankle proprioception increase the risk of injury and reduce performance. Neuromuscular training (NMT) has been shown to enhance sensorimotor function, yet evidence in volleyball players is limited. This study aimed to investigate the effects of a 12-week neuromuscular training program on postural stability and ankle proprioception in male volleyball players. Thirty male volleyball players (age 18–24 years, ≥5 years playing experience) from Qatar were randomly assigned to either an experimental group (n = 15) or a control group (n = 15). The experimental group participated in a 12-week neuromuscular training program, three sessions per week, 30–45 minutes per session, in addition to regular volleyball training. Training included balance board and wobble board exercises, agility ladder drills, hurdle jumps, step-up/run-down activities, and mini-trampoline jumps. The control group continued routine volleyball practice without additional intervention. Pre- and post-intervention assessments included dynamic and static balance (Biodex Balance System), limit of stability, and ankle joint position sense (goniometer) for inversion and eversion. The experimental group demonstrated significant improvements in static balance indices (overall, anterior–posterior, medial–lateral; p ≤ 0.03) and ankle proprioception for inversion and eversion (p = 0.01), whereas the control group showed no significant changes. Directional components of dynamic balance, including medial–lateral control at level 6 and anterior–posterior control at level 8, also improved significantly in the experimental group (p ≤ 0.04), while overall dynamic balance and limit of stability showed non-significant changes. Twelve weeks of neuromuscular training effectively enhanced static and directional dynamic balance as well as ankle proprioception in male volleyball players. These improvements likely result from enhanced proprioceptive input, neural adaptations, and optimised coordination of lower limb muscles. Integrating neuromuscular training into volleyball conditioning programs may enhance postural control and ankle proprioceptive function in volleyball players. But the direct effects on injury prevention and sport-specific performance require further investigation.

The Effect of Cognitive–Motor Modelling-Based Teaching on the Development of Situational Awareness and Tactical Behavior Accuracy in Youth Soccer Players

2026-05-11T13:59:09+02:00

This study examined the effect of cognitive–motor modelling-based teaching on the development of situational awareness and tactical behavior accuracy in youth soccer players. Thirty male players aged 15–17 years were allocated to an experimental group (n = 15) or a control group (n = 15) using a quasi-experimental pre–post design. The experimental group completed an eight-week instructional program based on cognitive–motor modelling, while the control group followed a traditional training approach consisting of conventional technical and tactical drills without embedded cognitive–motor constraints. Situational awareness was assessed using an occlusion-based situational awareness test adapted from the temporal occlusion framework described by Schumacher et al. (2024), and tactical behavior accuracy was evaluated through decision-making analysis in small-sided game situations. Data were collected before and after the intervention and analyzed using parametric statistical tests. The experimental group showed significant improvements in situational awareness and tactical behavior accuracy (p < 0.001; very large effect sizes), whereas no significant changes were observed in the control group. The experimental group achieved improvements of 23.8% in situational awareness and 19.6% in tactical behavior accuracy, compared to only 5.6% and 3.2% in the control group. These findings indicate that cognitive–motor modelling-based teaching is an effective instructional strategy for enhancing perceptual–cognitive and tactical performance in youth soccer players. The study supports the integration of cognitively enriched training approaches into youth soccer development programs.