Taktik Oyun Yaklaşımıyla Yapılandırılmış Voleybol Eğitimi Sonrası Sporcuların Oyun Performanslarının Değerlendirilmesi

Yıl 2019, Cilt: 30 Sayı: 4, 177 - 189, 07.01.2020

Burak Güneş , A. Dilşad Mirzeoğlu , Hakan Göveli Ezgi Tulay

https://doi.org/10.17644/sbd.545459

Öz

Bu
araştırmanın amacı taktik oyun yaklaşımı kullanılarak yürütülen voleybol
eğitimi sonrası sporcuların voleybol oyun performanslarını incelemektir.
Araştırma ön test- son test kontrol grupsuz yarı-deneysel bir çalışma olup,
araştırmanın çalışma grubunu spor kulübüne devam eden 15 kız sporcu
oluşturmaktadır. Araştırmada sporcuların oyun performanslarını ve oyun
performans bileşenlerini değerlendirmek için Oyun Performansı Değerlendirme
Ölçeği (OPDÖ) kullanılmıştır. Araştırmada elde edilen verileri çözümlemek için
Wilcoxon işaretli sıralar ve Mann Whitney U testleri kullanılmıştır. Araştırma
bulgularına göre sporcuların oyun performansı ve oyun performansını meydana
getiren bileşenlerde (karar verme, beceri uygulama, ayarlama ve katılım) ön
test-son test puanları arasında son test lehine anlamlı fark bulunmuştur.
Araştırma sonuçlarına göre taktik oyun yaklaşımının oyun performansı ve
bileşenlerinin gelişimi üzerinde olumlu yönde etkili olduğu söylenebilir.
Taktik oyun yaklaşımı özellikle voleybola yeni başlayan sporcularda taktiklerin
öğretilmesi için bir alternatif olarak düşünülebilir.

Anahtar Kelimeler

Oyun, Taktik oyun yaklaşımı, Voleybol, performans

Evaluation of Volleyball Players’ Game Performance After Training Designed With Tactical Game Approach

Öz

The
aim of this study is to evaluate the game performance of the players after
volleyball training, which is carried out by using tactical game approach. The
study was a semi-experimental study with pre-test and post-test and non-control
group. The study group consists of 15 female athletes attending a sports club.
Wilcoxon signed rank and Mann Whitney U tests were used to analyze the data.
The Game Performance Assessment Instrument 
(GPAI) was used to evaluate the game performance and game performance
components of the athletes. The results showed that, there was a statistically
significant difference between the pre-test and post-test scores of the game
performance and game performance components (decision making, skill execution,
adjustment and participation) of athletes. According to the research results,
it can be said that tactical game approach has a positive effect on the
development of game performance and game performance components. The Tactical
Game Approach can be considered as an alternative to the teaching of tactics,
especially for beginners in volleyball.

Anahtar Kelimeler

Game, Tactical game approach, Voleyball, Performance

Kaynakça

• Alarcón, F.,Cardenas, D., Miranda, M. T., Urena, N., Pinar, M. I., Torre, E. (2009). Effect of a training program on the improvement of basketball players’ decision making. Revista de Psicología del Deporte, 18(3), 403-407. Alison, S., Thorpe, R. (1997) Comparison of the effectiveness of two approaches to teaching games within PE. A skills approach verses a games for understanding approach. British Journal of Physical Education, 28(3): 9-13.
• Almond, L. (2015). Rethinking teaching games for undestanding. Agora For Pe and Sport, 17 (1) enero – april, 15-25.
• Bohler, H. (2009). Sixth-gradestudents, tactical understanding and decision making in a TGM volleyball unit. In: Hopper T, Butler J andStory B (eds) TGfU . . . simple good pedagogy: understanding a complexchallenge. Canada: Physical and Heath Education, 87–99.
• Broek, G.,Boen, F., Claessens, M., Feys, J., Ceux, T. (2011). Comparison of three instructional approaches to enhance tactical knowledge in volleyball among university students. Journal of Teaching in Physical Education, 30(4), 375-392.
• Bunker, D.,Thorpe, R. (1982). A model for the teaching of games in the secondary school. Bulletin of Physical Education, 10, 9-16.
• Cruz, A. (2004). Teachers’ andstudents’ perception of teaching game for understanding approach in physical education lessons. Journal of Physical Education and Recreation,10(2): 57-66.
• Çelen, A. (2012). Spor Eğitimi Modeli İle İşlenen Voleybol Derslerinin Öğrencilerin Bilişsel, Duyuşsal Ve Psikomotor Erişi düzeylerine Etkisi. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi. Eğitim Bilimleri Ensttitüsü.
• Dinç, G., Altay, F. ve Çelenk, B. (2008). Voleybol oyununun öğretiminde taktik oyun yaklaşımının erişiye etkisi. 10. Uluslararası Spor Bilimleri Kongresi Bildiri. Kitapçığı, 226-229.
• French K.E.,Werner P.H., Rink, J.E. (1996 ). The effects of a 3-week unit of tactical, skill, or combined tactical and skill instruction on badminton performance of ninth-gradestudents. Journal of Teaching in Physica lEducation, 15: 418–438.
• Gray, S.,Sproule, J. (2011). Developing pupils’ performance in team invasion games. Physical Education and Sport Pedagogy, 16(1): 15-32
• Güneş, B. (2017). Basektbol Ünitesinde Taktik Oyun Yaklaşımının Lise Öğrencilerinin Bilişsel, Duyuşsal ve Psikomotor Erişi Düzeylerine Etkisi. Gazi Üniversitesi Sağlık Bilimleri Enstitüsü.
• Harrison, J. M.,Blakemore, C. L., Richards, R. P., Oliver, J., Wilkinson, C., & Fellingham, G. (2004). The effects of two instructional models-tactical and skill teaching-on skill development & game play, knowledge, self-effıcacy, &student perceptions in volleyball. Physical Educator, 61(4), 186.
• Harvey, S. (2004).Teaching games for understanding: a study of U19 college soccer players improvement in game performance using the game performance assessment instrument Australia:University of Melbourne, retrieved from https://www.researchgate.net/publication/237772609
• Henninger, M. L.,Pagnano, K., Patton, K., Griffin, L. L., Dodds, P. (2006). Novice volleyball players' knowledge of games, strategies, tactics, and decision-making in the context of game play. New Zealand Physical Educator, 39(1), 34.
• Holt, N. L.,Strean, W. B., Bengoechea, E. G. (2002). Expanding the teaching games for understanding model: new avenues for future research and practice. Journal of teaching in Physical Education, 21, 162-176.
• Holt, J.,Ward, P., Wallhead, T. (2006). The transfer of learning from play practices to game play in young adult soccer players. Physical Education and Sport Pedagogy, 11(2): 101–118.
• Hopper,T. (2003). Four Rs for tactical awareness: Applying game performance assessment in net/wall games. Teaching Noktaary Physical Education, 14(2), 16-21.
• Jones, C.,Farrow, D. (1999). The transfer of strategic knowledge: A test of the games classification model. Bulletin of Physical Education, 9: 41–45.
• Lee, M.A.,Ward, P. (2009). Generalization of tactics in tag rugby from practice to games in middle school physical education. Physical Education and Sport Pedagogy, 14(2): 189–207.
• Light, R. (2005). Making sense of chaos: Australian coaches talk about game sense. Teaching games for understanding: Theory, Research and Practice, 169-182.
• Martin, R. (2004). An investigation of tactical transfer in invasion/territorial games. Research Quarterly for Exercise and Sport, 75 (1: March Supplement): A73–A74.
• Metzler, M. W. (2005). Instructional Models for Physical Education. Second Edition.United States of America: Holcomb Hathaway, Inc.
• Mitchell, S., Oslin, J. (1999). An investigation of tactical transfer in net games. European Journal of Physical Education, 4: 162–172.
• Mitchell, S., Oslin, J.,Griffin, L. (1995). An analysis of two instructional approaches to teaching games. Research Quarterly for Exercise and Sport 66 (1: March Supplement): A65–A66.
• Mitchell, S. A., Oslin, J. L., Griffin, L. L. (2013). Teaching Sport Concepts and Skills: A Tactical Games Approach for Ages 7 to 18. Human Kinetics, 19,20.
• Orkunoğlu, O. (1988). Voleybolda Takım Gelişimi ve Taktik. 1.Baskı. Ankara: Neyir Ofset
• Oslin, J. L., Mitchell, S. A.,Griffin, L. L. (1998). The game performance assessment instrument (GPAI): development and preliminary validation. Journal of Teaching in Physical Education, 17, 231-243.
• Pigott, B. (1982). A psychological basis for new trends in games teaching. Bulletin of Physical Education, 18(1), 17-22.
• Pritchard, T., Hawkins, A., Wiegand, R., &Metzler, J. N. (2008). Effects of two instructional approaches on skill development, knowledge, and game performance. Measurement in Physical Education and Exercise Science, 12(4), 219-236.
• Stolz, S., Pill, S. (2014). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education. European Physical Education Review, 20(1), 36-71.
• Şahin, R. (2007). Hentbolun Öğretiminde Taktik Oyun Yaklaşımının Etkisi. Yayımlanmamış Doktora Tezi. Hacettepe Üniversitesi.
• Turner, A. (1996). Teachers’ perceptions of technical and tactical models of instruction. Research Quarterly for Exercise and Sport, 67(Suppl), A-90.
• Turner, A., Martinek, T. (1999). An investigation into teaching games for understanding: Effects on skill, knowledge and game play. Research Quarterly for Exercise and Sport, 70(3):286–296.
• Tuzcuoğlu, S. (2006). Taktik Oyun Yaklaşımının Tenis Öğretimi Üzerine Etkisi. Yayımlanmamış Yüksek Lisans Tezi. Abant İzzet Baysal Üniversitesi.
• Wallhead, T., Deglan D. (2004). Effect of a tactical games approach on student motivation in physical education. Research Quarterly for Exercise and Sport, 75(1: MarchSupplement): A83–A84.
• Žuffová, Z., Zapletalová, L. (2015). Efficiency of different teaching models ın teaching of frisbee ultimate. Acta Facultatis Educationis Physicae Universitatis Comenianae, 55 (1), 64-73.