Comparación metodología tradicional y comprensiva en la práctica del baloncesto

Erreferentzia bibliografikoak

• Allison, S., y Thorpe, R. (1997). A comparison of the effectiveness of two approaches to teaching games with Physical education. A skill approach versus a Games for Understanding approach. The British Journal of Physical Education, Autumn, 9-13.
• Australian Sports Commission. (1999). Game Sense Card. Canberra: ASC.
• Australian Sports Commission. (2005). Active after-school communitiesCommunity coach training program. Canberra: ASC.
• Bailey, L., y Almond, L. (1983). Creating change: By creating games? En L. Spackman (Ed.), Teaching games for understanding (pp. 56-59). Cheltenham, England: The College of St. Paul and St. Mary.
• Blomqvist, M., Luhtanen, P., y Laakso, L. (2001). Comparison of two types of instruction in bádminton. European Journal of Physical Education, 6, 139-155.
• Brooker, R., Kirk, D., Braiuka, S., y Bransgrove, A. (2000). Implementing a game sense approach to teaching junior high school basketball in a naturalistic setting. European Physical Education Review, 6(I), 7-26.
• Bunker, D., y Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18(1), 5-8.
• Butler, J., Griffin, L., Lombardo, B. y Nastasi, R. (Ed.). (2003). Teaching Games for Understanding in Physical Education and Sport. Reston (VA): NASPE.
• Cárdenas, D. (2003). El proceso de formación táctica colectiva desde una perspectiva constructivista. En A. López, C. Jiménez y R. Aguado (Eds.), Didáctica del baloncesto en las etapas de formación (pp.179-209). Madrid: Fundación Real Madrid-INEF.
• Castejón, F. J., y López, V. (2003). El tratamiento de la táctica en la enseñanza del baloncesto. En A. López, C. Jiménez, y R. Aguado (Eds.), Curso de didáctica del baloncesto en las etapas de iniciación (pp. 210-221). Madrid: INEF.
• Chandler, T., y Mitchell, S. (1991). Reflections on models of games education. Journal of Physical Education, Recreation and Dance, 61 (6), 19-21.
• De la Vega, R., Del Valle, S., Maldonado, A., y Moreno, A. (2008). Una nueva herramienta para la comprensión táctica del fútbol. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte. 8, 30, 130-145.
• Devís, J., y Sánchez, R. (1996). Modelos iniciales y alternativos de la enseñanza deportiva. En J. A. Moreno y P. L. Rodríguez (Eds.), Aprendizaje deportivo (pp. 159-181). Murcia: Universidad de Murcia.
• Doods, P., Griffin, L. L., y Placek. (2001). A selected review of the literature on development of learners´ domain-specific knowledge. Journal of Teaching in Physical Education, 20, 301-313.
• French, K. E., y Thomas, J. R. (1987). The relations of knowledge development to children´s basketball performance. Journal of Sport Psychology, 9, 15-32.
• French, K. E., Werner, P., Rink, J., Taylor, K., y Hussey, K. (1996). The effects of a 3-week unit of tactical, skill, or combined tactical and skill instruction on badminton performance of ninth-grade students. Journal of Teaching in Physical Education, 15, 418-438.
• French, K. E., Werner, P., Taylor, K., Hussey, K., y Jones, J. (1996). The effects of a 6-week unit of tactical, skill, or combined tactical and skill instruction on badminton performance of ninth-grade students. Journal of Teaching in Physical Education, 15, 439-463.
• Gabrielle, T., y Maxwell, T. (1995). Direct versus Indirect Methods of squash instruction. Research Quaterly for Exercice and Sport, 66, 3-63.
• García, J. A., y Ruiz, L. M. (2003). Análisis comparativo de dos modelos de intervención en el aprendizaje del balonmano. Revista de Psicología del Deporte, 12(1), 55-66.
• Graham, K. C., French, K. E., y Woods, A. M. (1993). Observing and interpreting teaching-learning processes: Novice PETE students, experienced PETE students, and expert teacher educators. Journal of Teaching in Physical Education, 13, 46-61.
• Goudas, M., Biddle, S. J. H., Fox, K. R., y Underwood, M. (1995). It ain’t what you do, it’s the way that you do it! Teaching style affects children motivation in track and field lessons. The Sport Psychologist, 9, 254-264.
• Griffin, L. L., y Butler, J. I. (Eds.). (2005). Teaching games for understanding: Theory, research and practice. Champaign, IL: Human Kinetics.
• Griffin, L. L., Oslin, J. L., y Mitchell, S. A. (1995). An analysis of two instructional approaches to teaching net games. Research Quarterly for Exercise and Sport, 66 (Suppl.); A-64.
• Harrison, J. M., Blackmore, C. L., Richards, R. P., Oliver, J., Wilkinson, C., y Fellingham, G. W. (1998). The effects of two instructional models -tactical and skill teaching- on skill development, knowledge, self-efficacy, game play and student perceptions in volleyball. Research Quarterly for Exercise and Sport, March supplement: A-93-94.
• Hastie, P. A. (1998). Skill and tactical development during a sport education season. Research Quaterly for Exercise and Sport, 69(4), 368-379.
• Hopper, T., y Kruisselbrink, D. (2001). Teaching Games for Understanding: What does it look like and how does it influence student skill acquisition and game performance? Journal of Teaching Physical Education. 12, 2-29.
• Iglesias, D. (2006). Efecto de un protocolo de supervisión reflexiva sobre el conocimiento procedimental, la toma de decisiones y la ejecución, en jugadores jóvenes de baloncesto. Tesis doctoral. Universidad de Extremadura.
• Iglesias, D., Cárdenas, D., y Alarcón, F. (2007). La comunicación durante la intervención didáctica del entrenador. Consideraciones para el desarrollo del conocimiento táctico y la mejora en la toma de decisiones en baloncesto. Cultura, Ciencia y Deporte, 3 (7), 43-50.
• Iglesias, D., Moreno, M. P., Santos-Rosa, E. M., Cervelló, E., y Del Villar, F. (2005). Cognitive expertise in sport: Relationship between procedural knowledge, experience and performance in youth basketball. Journal of Human Movement Studies, 49, 65-76.
• Jiménez, A. C., y Ruiz, L. M. (2006). Análisis de las tomas de decisión en la fase de ataque de las jugadoras aleros de baloncesto. Revista Internacional de Ciencias del Deporte, 4(2), 26-46.
• Kermarrec, G., Todorovich, J., y Fleming, D. (2004). An investigation of the selfregulation components students employ in the physical education setting. Journal of Teaching in Physical Education, 23, 123-142.
• Launder, G. (2001). Play practice: The games approach to teaching and coaching sports. Illinois: Human Kinetics.
• Lawton, J. (1989). Comparison of two teaching methods in games. Bulletin of Physical Education, 25 (1), 35-38.
• Light, R. (2003). The joy of learning: Emotion and learning in games through TGfU. Journal of Physical Education New Zealand, 36(1), 9399.
• Light, R., Fawns, R. (2003). Knowing the game: integrating speech and action in games teaching through TGfU. Quest, 55, 161-176.
• McMorris, T. (1998). Teaching games for understanding to the knowledge of skill acquisition from a motor learning perspective. European Journal of Physical Education, 3 (1), 65-75.
• McPherson, S. L., y French, K. E. (1991). Changes in cognitive strategies and motor skill in tennis. Journal of Sport and Exercise Psychology, 13, 26-41.
• McPherson, S. L., y Kernodle, M. W. (2003). Tactics, the neglected attribute of expertise: problem representations an performance skills in tennis. En J. L. Starkes y K. A. Ericsson (Eds.), Expert performance in sports: Advances in research on sport expertise (pp. 137-167). Champaign, IL.: Human Kinetics.
• McPherson, S. L., y Thomas, J. R. (1989). Relation of knowledge and performance in boys´ tennis: age and expertise. Journal of Experimental Child Psychology, 48, 190-211.
• Méndez, A. (1999). Análisis comparativo de las técnicas de enseñanza en la iniciación a dos deportes de invasión: el floorball patines y el baloncesto. Tesis doctoral. Universidad de Granada y Universidad de Oviedo.
• Méndez, A. (2005). Técnicas de enseñanza en la iniciación al baloncesto. Barcelona: Inde.
• Mitchell, S. A., Griffin, L., y Oslin, J. (1995). An analysis of two instructional approaches to teaching invasion games. Research Quarterly for Exercise and Sport, 66, 31-65.
• Morgan, K., Kingston, K., y Sproule, J. (2005). Effects of different teaching styles on the teacher behaviours that influence motivational climate and pupils´motivation in physical education. European Physical Education Review, II(3), 257-285.
• Rink, J. E. (1996). Tactical and skill approaches to teaching sport and games: introduction. Journal of Teaching in Physical Education, 15, 397-398.
• Rink, J. E. (2001). Investigating the assumptions of pedagogy. Journal of Teaching in Physical Education, 15, 112-128.
• Rink, J. E., French, K. E., y Graham, K. C. (1996). Implications for practise and research. Journal of Teaching in Physical Education, 15, 490-502.
• Rink, J., French, K. E. y Werner, P. (1991) Tactical awareness as the focus for ninth grade badminton. Higher Education World Congress. Congreso Mundial de Atlanta. International Association for Physical Education (AIESEP). Georgia.
• Rink, J. E., French, K. E., y Tjeerdsma, B. (1996). Foundations for the learning and instruction of sport and games. Journal of Teaching in Physical Education, 15, 399-417.
• Ruiz, L. M., y Arruza, J. (2005). El proceso de toma de decisiones en el deporte. Clave de la eficiencia y el rendimiento óptimo. Barcelona: Paidós Ibérica.
• Smith R. E., Smoll, F. L., y Hunt, E. B. (1977). A system for the behavioral assessment of athletic coaches. Research Quarterly, 48, 401-407.
• Tallir, I., Musch, E., Lenoir, M., y Valcke, M. (2003). Assessment of game play in basketball. Conferencia presentada en el 2nd International Conference for Sport and Understanding, Melbourne.
• Thomas, K. T. (1994). The development of sport expertise: From leeds to MVP legend. Quest, 46, 211-222.
• Thomas, K. T., y Thomas, J. R. (1994). Developing expertise in sport: The relation of knowledge and performance. Internacional Journal of Sport Psychology, 25, 295-312.
• Thorpe, R., Bunker, D., y Almond, L. (1986). Rethinking games teaching. Loughborough, U. K.: University of Tecnology, Departament of Physical Education and Sport Science.
• Turner, A. P. (1993). A model for working with students with varying knowledge structures. Paper presented at the annual meeting of the American Alliance for Health, Physical Education, Recreation and Dance, Washington, DC.
• Turner, A. P. (1996). Teaching for understanding: Myth or reality? Journal of Physical Education, Recreation and Dance, 67(4), 46-48/55.
• Turner, A. P., y Martinek, T. J. (1992). A comparative analysis of two model for teaching games-technique approach and game-centered (tactical focus) approach. Internacional Journal of Physical Education, 29(4), 15-31.
• Turner, A. P., y Martinek, T. J. (1995). Teaching for understanding: a model for improving decision making during game play. Quest, 47(1), 44-63.
• Turner, A. P., y Martinek, T. J. (1999). An investigation into teaching games for understanding: Effects on skill, knowledge, and game play. Research Quarterly for Excersice and Sport, 70(3), 286-296.
• Wallhead, T. L., y Ntoumanis, N. (2004). Effects of a sport Education intervention on students motivational responses in physical education. Journal of Teaching in Physical Education, 23, 4-18.
• Webb, P., Pearson, P. (2008). An integrated approach to teaching games for understanding (TGfU). Ponencia presentada en 1st Asia Pacific Sport in Education Conference: Ngunyawaiendi Yerthoappendi Play to Educate, Adelaide, 21 January 2008.
• Webb, P., Pearson, P., y Forrest, G. (2006). Teaching Games for Understanding (TGfU) in primary and secondary physical education. Ponencia presentada en ICHPER SD International Conference for Health, Physical Education Recreation, Sport and Dance, 1st Oceanic Congress Wellington, New Zealand, 2006 (14 October).