RT info:eu-repo/semantics/article T1 Effects of integrating video-based feedback into a Teaching Games for Understanding soccer unit A1 Harvey, Stephen A1 Gittins, Christopher A2 Ediciones Universidad de Valladolid AB The integration of video-based feedback within physical education lessons focused on Game-Centered Approaches (GCAs) may assist pupils development of game performance. Year 8 pupils (n=34; aged 13-14 years) from a middle school in Eastern England were assigned to three teaching groups and taught a 6-lesson GCA unit of soccer. An A (treatment)-B (no treatment) crossover design was employed to examine the effects of video-based feedback on three game performance scores (GPS) from the Team Sport Assessment Procedure (TSAP; Gréhaigne, Richard, & Griffin, 2005). Group 1 (n=12) received video-based feedback for the first 3 weeks then had it removed; group 2 (n=12) had video feedback added in weeks 4 to 6 and group 3 (n=10) acted as a control group. During each lesson, teams participated in situated GCA practices, followed by a debate of ideas with or without the video-based feedback. Lessons concluded with a small-sided game from which GPS data were collected. Significant interactions for condition-by-time in GPS were assessed using a two-way repeated measures ANOVA. Significant improvements were observed for groups 1 and 2 in all GPS during treatment. Group 3 displayed no significant changes. These findings demonstrate the efficacy of using video-based technology to improve game performance within a GCA unit of soccer. SN 1578-2174 YR 2014 FD 2014 LK http://uvadoc.uva.es/handle/10324/23784 UL http://uvadoc.uva.es/handle/10324/23784 LA spa NO Agora para la educación física y el deporte, 2014, N.3, pags.271-290 DS UVaDOC RD 28-mar-2024