multiple participant sports a.k.a team sports

7/31/2019 Multiple Participant Sports a.k.a Team Sports

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MULTIPLE PARTICIPANT SPORTS

In certain book of measurement and evaluation in physical education, multiple

participant sports also known as team sports. Team sports are when a team works together

as a unit. Based on the definition extracted from Wikipedia Dictionary, team sport refers to

sports that are practiced between opposing teams, where the players interact directly and

simultaneously between them to achieve an objective.

The objective generally involves team members facilitating the movement of aball

or similar item in accordance with a set of rules, in order to score points. It includes a wide

participation of sport such as basketball, football (in its various forms), cricket, baseball,

handball, hockey, and volleyball. The term is used to distinguish itself from individual

sports which are based solely on individuals' merit and individual timed races. For

example, athletics track and field, boxing, Martial Arts and most racket sports. Compared

to individual sports, the scoring relies on the depth and versatility of the team, although

standouts can significantly affect their team's points. Therefore, every member of a team

should be responsible to their team and achieve the main objective of the team.

Team sports can be an important component of the educational physical education

program in school because such activities present unique contributions that can transform

personal development and the integration of the individual into the cooperative experiences

in our democratic society. The theory of team sports also stated that team sport is tend to
http://en.wikipedia.org/wiki/Sporthttp://en.wikipedia.org/wiki/Ballhttp://en.wikipedia.org/wiki/Sporthttp://en.wikipedia.org/wiki/Ball


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follow the human trend of pack cooperation to achieve certain physical goals, and to

compete with rival humans.

On the other hand, it also helps people to develop leadership and followership

skills, become an integral part of a team, learn to work together to achieve desires outcome,

recognize the goals of the group and place these goals ahead of personal glory, develop a

spirit of competition and a willingness to strive for a goal, accept a challenge and

understand loyalty. It also can improve cardiorespiratory efficiency which is the interaction

of the circulatory system (the heart) and the respiratory system (the lung) and enhance

neuromuscular control. Additionally, the successful development of basic motor abilities

such as agility, balance, coordination, flexibility and strength generally enhance a persons

self-concept and feelings of worth.

Analysis of the characteristic of children informs that the upper primary and early

secondary school levels are excellent periods to emphasize team-sport activities. William

(1983) stated that the middle school student has the capacity to refine motor skills and learn

strategy and team play (cited in Philipp and Wilkerson, 1990). It shows that students in

their 11th to 15th are strongly interested in group work, cooperative effort and peer approval.

Therefore, team sports provide a natural outlet for this interest.


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INTRODUCTION

As mentioned in the previous paragraph, team sports include a wide participation of

people in a particular sport and each member of the team is responsible to achieve certain

objectives of the team sport. One of the examples is basketball game which requires team

cooperation, knowledge of rules and strategies in order to achieve high score points.

Therefore, we decided to precede our measurement and evaluation test on basic basketball

skills in order to assess our participants performance in this one of the most popular and

widely viewed sports in the world nowadays.

Basketball was devised in 1891 by Dr. James A. Naismith, physical education

director at the YMCA College in Springfield, Massachusetts, as an outgrowth of a project

to create an interesting game to encourage young men to participate in indoor exercise and

recreation programs during the winter. The first games were played with a soccer-type ball

using peach baskets as goals. There was no limit to the number of players on a team in

these early games. This was soon changed, however, and within a few years the five-player

game was accepted for men. Basketball requires the development of cardiorespiratory

endurance and the fundamental motor skills of balance, agility and general forms of

locomotion such as jumping and running.


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We choose three tests which are Target Pass, 10-Meter Dribble and Spot Shot. It is

specifically designed by the Official Special Olympics Sports Rules for measuring

individuals skill of passing, dribbling and shooting. These activities provide meaningful

sport skills test for athletes with lower ability levels, or in other words, it is meant for

beginners. Before we begin measuring and evaluating these three basic basketball skills,

introduction to different types of skills was made. It is important to expose the participants

to various passing, dribbling and shooting skills in a basketball game and to share

knowledge of the game.

The act of passing is a purposeful projection of the ball between teammates to

transfer possession of the ball. There are different types of passes used for varying

distances between teammates and varying game circumstances. It includes chest pass,

overhead pass, bounce pass and baseball pass. Good passing requires accuracy, proper

timing, appropriate speed, deception and choice of suitable pass. Therefore, the passing

skill is essential to the well-played game.

Figure 1: Chess Pass


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The dribble is a technique used to advance the ball while repeatedly bouncing it to

the floor with one hand. This skill is effective when the player is unguarded or is unable to

pass the ball. It can be performed either standing in one place (stationary) or moving

(running or walking). Apart from that, it is also used to advance the ball downcourt, set up

plays, or maneuver away from an opponent. The control dribble and the speed dribble are

the basic types of dribbles.

The ultimate objective of basketball is to score goals; therefore, it is unsurprisingly

if it is the most practiced skill in the game. It is because shooting is what players enjoy

most about the game. This skill is developed by proper techniques, concentration and

repetition. Therefore, practice makes perfect in order to be a great shooter. Two basic shots

that we consider that are essential for our participants include the lay-up and the jump shot.

Figure 2: Lay-Up

BASKETBALL SKILLS TEST


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We conducted three skill tests which are the 10-Meter Dribble, the Spot Shot and

the Target Pass. However, the former two tests were carried out simultaneously because the

place of evaluation is at two different basketball courts which are located side by side. In

contrast, the Target Pass test was held at the flat wall near the tennis court which is quite

far from the basketball court. Therefore, it is primarily to give an opportunity to the

participants to choose which activity they want to do first as well as to save time. We

allocated two lanes for 10-Meter Dribble activity, four shooting goals for the Spot Shot

activity and two flat walls for the Target Pass. Hence, it is easy to evaluate each sport skills

as the instructors can monitor the participants progression.

Explanations of rules and regulation as well as scoring are made before the tests

started in order to give clear understanding of our objectives. 30 participants are divided

into two small groups and they have to find their own partner in order to take turn in

writing down the points of each attempt for each skill. Thus, it encourages a cooperative

pair work among our participants.

The 10-Meter Dribble activity is mainly designed to measure an athletes speed and

skill in dribbling a basketball. The setting for this activity is shown as follows:


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Figure 3: The 10-Meter Dribble

The participant begins from behind the start line and between the cones. He or she

starts dribbling and moving when the instructor signals. He or she must dribble the ball

with one hand for the entire 10 meters. Then, he or she must cross the finish line between

the cones and must pick up the basketball to stop the dribble. If he or she loses control of

the ball, he or she can recover the ball; however, the clock continues to run.

The scoring is based on how long the time is taken by the participant to dribble the

ball until they crosses the finish line. Therefore, it will be timed from the signal Go to

when he or she crosses the finish line between the cones and picks up the basketball to stop

the dribble. A one-second penalty will be added every time the participant illegally

dribbles. For example, two-hand dribbles, carries the ball and so on. Each participant

received two trials. Each trial is scored by adding penalty points to the time elapsed and

then, converting the total to points based on the Conversion Chart pasted on the wall.

Finally, the participants score for the activity is his or her best of the two trials converted


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into points. The following table is the standard Conversion Chart proposed by the Special

Olympics Sport Rules.

Conversion Chart

Seconds Points

0 - 2 30

2.1 -3 28

3.1 -4 26

4.1 -5 24

5.1 -6 22

6.1 -7 20

7.1 -8 188.1 -9 16

9.1 - 10 14

10.1 - 11 12

12.1 - 14 10

14.1 - 16 8

16.1 - 18 6

18.1 - 20 4

20.1 - 22 2

22.1 > 1

Figure 4: The Conversion Chart

Next activity is the Spot Shot which measures the participants skill in shooting a

basketball. Six spots are marked on the floor. The spots are marked as follows:


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Figure 5: The Spot Shot

The participant is given two field goal attempts from each of six spots. The

attempts are taken at spots #1, #3, and #5, and then at spots #2, #4, and #6. For every field

goal made at spots #1 and #2, two points are awarded. While every field goal made at spots

#3 and #4 will get three points and every shot made at #5 and #6 are awarded four points.

However, for any field goal attempt that does not pass through the basket but does hit

either the backboard and/or the ring, one point is awarded. The score will be the sum of the

points from all 12 shots.


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The final activity that participants should accomplish in order to get their final

score for their performance is the Target Pass. The main objective of Target Pass is to

measure a participants skill in passing a basketball. A 1 meter square is marked on a wall

using tape. The bottom line of the square shall be 1 meter from the floor. A 3 meter square

will be marked on the floor 2.4 meters from the wall. The participant must stand within the

square. Each participant is given five passes.

Figure 6: The Target Pass

How does the scoring take place? The participant receives three points for hitting

the wall inside the square while he or she will receive two points for hitting the lines of the

square. One point is awarded for hitting the wall but not in or on any part of the square and

the participant receives one point for catching the ball in the air or after one or more


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bounces while standing in the box. On the other hand, the participant will receive zero

points if the ball bounces before hitting the wall and lastly, the sum of the points from all

five passes will be the final score for this activity.

To sum up all the tests scores, the participants final score for the Basketball Skills

Test is determined by adding together the scores achieved in each of the three activities.

FINDINGS


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Number of

Participants

From our data collections, we found out that 26 out of 30 participants are excellent

in the 10-Meter Dribble test while the remaining 4 participants fall under good category.

Most of the excellent achievers manage to finish dribble within 0 4 seconds and majority

of them get 28 points for their best trials. It is probably because they might be dribbling the

ball lower and faster in order to control the ball and to have more forward of the angle of

ball trajectory to the floor. However, 4 good achievers manage to get average of 24 points

for their best trial. It is probably because lack of ball control. The result is shown in the

following histogram:

0

5

10

15

20

25

30

0 - 4 4.1- 7 7.1- 10 10.1- 16 16 >

Excellent

Good

Average

Poor

Very Poor

Figure 8: Analysis of the 10-Meter Dribble

The pie chart below shows the result for the second test. Surprisingly, none of the

participants achieved excellent and good category. 18 over 30 participants get

seconds


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approximately range of 0 to12 points for the Spot Shot test compared to only 12

participants who successfully obtain range points of 13 to 24 from all 12 shots. Basically,

they reached level of average shooter while the rest is poor shooters. The most noticeable

problem in shooting is inaccuracy. This problem is probably related to the participants

concentration, focus and lack of arm and wrist strength to shoot the ball into the basket.

Therefore, a good shooter should have good control of the ball and have a specific target on

which they focus during the act of shooting.

Excellent

Good

Average

Poor

Figure 9: Analysis of the Spot Shot

Finally, we examined and analysed from the data that we have already collected,

we discover that all of the participants are excellent in the Target Pass test whereby

majority of them get 15 points for all five passes and only one participant get 13 points, yet

18 participants

12 participants


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she is still in the good category as it falls into range of 11 to 15 points. Most of them

manage to get full points may probably because of the square marked on the wall is too big

and the place where the participant standing is too close to the wall. It is easier for them to

hit the wall inside the square. The result is shown as follows:

Good

Average

Poor

Figure 10: Analysis of the Target Pass

CONCLUSION


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Last but not least, careful selection of tests used to measure skill achievement at the

elementary school for team sport is important, with the aim of promoting positive

behaviour patterns among the students and developing more responsibility to their own

advancement as well as that of their classmates (teammates). Therefore, team sport can act

as a medium to develop an individuals empathy towards others. Besides, teacher should

teach young children tolerance and acceptance of individual differences rather than

competitiveness among themselves. Students who expect physical education to be an

enjoyable learning experience will be more attentive and willing to develop new skills and

knowledge. Evaluating the achievement of the youngsters is not only a means of assessing

progress but also a motivating device (Philipp and Wilkerson, 1990).

REFERENCES:


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BOOK:

Philipp, J.A. & Wilkerson, J.D. (1990) Teaching Team Sports: A Coeducational Approach.

United State of America. Human Kinetics Publishers.

WEBSITE:

http://www.wikipedia.com/team sports
http://www.wikipedia.com/teamhttp://www.wikipedia.com/team

multiple participant sports a.k.a team sports

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