Didactics of Collective Sports Games

Patrik Picek 18.2.
2020
Didactics of Collective Sports Games
Introduction
This paper starts with an explanation regarding the problematic of Team Sports
Assessment. Next up a list of scientific arguments, that supports and justify the presence of
Authentic Assessment in Team Sports. Next, the concept of Authentic Assessment in Team
Sports is described and explained, to better understand its value. This conception is again,
supported by arguments of why should be such a system implement in Physical Education.
At last, I have presented my perspective on what should be taken into account during the
game and group performance, to better classify individual performance.
Authentic Assessment in Team Sports

For sports assessment to be comprehensive, it must address all variables of sports
development, such as psychological, social-emotional, physical and physiological, technical
and tactical. Tactical assessment has been a neglected variable until the 1980s or 1990s. In
the last two decades (1995–2015), the evolution of tactical assessment has grown
considerably, given its importance in game performance (González-Víllora et al., 2015).
The assessment of games and sport in physical education has often not been
authentic, as it has focused on the technical product aspect of student performance through
the use of standardized skill tests (López-Pastor et al., 2013).
Here is the list of scientific arguments that justify the presence of Authentic Assessment in
Team Sports:
1. Authentic assessment provides students with the opportunity to engage more fully
with assessment tasks as the assessment is embedded and carried out continuously
to both inform and progress the process of learning (Pill, 2008).
2. The assessment is meaningful as the process of collecting and interpreting evidence

is used by students and teachers to determine where students are at in their
learning, where they need to go and how best to get there (Black & Wiliam, 1999).
3. It is postulated that an authentic assessment instruments help physical education

teachers organize a planning cycle within and across lessons that links tactical
problems, situated game play, student and teacher reflection and, assessment
(Grehaigne, Richard & Griffin; 2005 p.90).
Patrik Picek 18.2.2020
4. The purpose of the system is to provide a method for coaches, teachers and
researchers to access specifically and objectively the information that reflect tactical
behaviors performed by players in actual match context. (González-Víllora et al.,
2015)
5. Authentic assessment of performance in team sports offers a special challenge to

physical educators and coaches. Performance in team sports results from the
interaction of strategy efficiency, tactical efficiency, and specific perceptual and
motor skills (Grehaigne & Godbout, 1995).
6. It can be adapted to various sports and game activities and it has the ability to not
only measure on-the-ball skills, but also off-the-ball skills (both offensive and
defensive; (Mitchell et al., 2006).
Conception of Authentic Assessment in Team Sports

The Conception of Authentic Game Performance Assessment (Oslin et al., 1998) is
developed to measure “game performance behaviors that demonstrate tactical
understanding, as well as the player’s ability to solve tactical problems by selecting and
applying appropriate skills”
To characterize game play performance in invasion games, it is necessary to identify
nonspecific observable components of game performance (Memmert, 2004, 2005; Mitchell
et al., 2006). These are crucial in various games, such as soccer, basketball, softball, rugby, or
field hockey.
Authentic Assessment in Team Sports is a based on the observation of players'
actions during matches yielded two performance indices: the efficiency index and the
volume of play. A general nomogram is suggested for use with various team sports in order
to produce a single performance score combining both indices (Gréhaigne et al., 1997).
From my experience, the evaluation system for team sports in Czech Republic is old, and I´m
not aware of any particular use of Authentic Assessment. That’s why I believe implementing
such a system would provide a great benefit. Here are some arguments that should support
implementing this system into PE:
 Applicating Authentic Assessment in Team Sports, provides comprehensive

system, for both the teachers, and students. Application of such a system can
positively affect overall experience of Physical Education, while also making it
more systematic and easier to evaluate.
 During team sports, the players are engaged in a constantly changing

environment that continually require planning and effective problem solving.
Conventional skill rating and testing instruments usually ignore the dynamic,
chaotic and fast changing situational environment.
 These instruments are designed to be used by teachers as well as students

for authentic game performance assessment.
 Authentic assessment helps students to promote their self-construction of

knowledge and understanding through the systematic observation of game
play behavior.
 It can provide PE teachers the opportunity to develop player understanding

of the key moments in team games. These moments provide tactical
advantage in the game.
My perspective about what should be taken into account

during the game and group performance to better classify
individual performance.
This might be a difficult thing to take into account, since most of the Game
Performance Assessment Instruments focus a lot on group performance, in a way that
doesn’t show appropriate results when come to the individuals. Or it is hard to evaluate
individuals by the group results indicated by these instruments.
I believe lot of teachers/coaches focus mostly on the players that are genuinely
involved in the game. By that I mean players who’s are in the direct contact or have the
possession of the ball. But most of the game time is spent in a pure movement, without the
ball. Thus, the things that should be mainly taken int account is movement without the ball.
Observing how to individual is able to get himself in better position, in order to receive the
ball. Not just that, but also if he is capable help his team by opening space for offense, and
closing the space for defense.
Very important thing to take into account, is also players ability to cooperate with the
rest of the team and to affect other players. This might have a huge impact on the whole
team, and should definitely be taken into account. This can be that the player behaves
negatively or is being hostile against his own teammates. On the other hand, if the player is
being communicative, supporting and is able to coordinate the whole team, it can strongly
affect the group performance in a positive way.
A good way to track and individual during team sports, is using a single wearable
tracking device. Although this won’t help with evaluating skill-based performance, it might
give the teacher or coach some idea of more physical based individual performance. Another
similar way, is to record the whole game, and then the teacher or coach can focus more on a
performance of one or more individuals.
References
Black, P. & Wiliam, D. (1999) Assessment for Learning: Beyond the Black Box. Assessment
Reform Group. University of Cambridge School of Education.
González-Víllora, S., Serra-Olivares, J., Pastor-Vicedo, J. C., & da Costa, I. T. (2015). Review of
the tactical evaluation tools for youth players, assessing the tactics in team sports: football.
SpringerPlus, 4(1), 663. https://doi.org/10.1186/s40064-015-1462-0
Grehaigne, J. F., Richard, J. F., & Griffin, L. (2005). Teaching and Learning Team Sports and
Games. New York: RoutledgeFalmer.
Gréhaigne, J.-F., & Godbout, P. (1995). Tactical Knowledge in Team Sports From a
Constructivist and Cognitivist Perspective. Quest, 47(4), 490–505.
https://doi.org/10.1080/00336297.1995.10484171
Gréhaigne, J.-F., Godbout, P., & Bouthier, D. (1997). Performance Assessment in Team
Sports. Journal of Teaching in Physical Education, 16(4), 500–516.
https://doi.org/10.1123/jtpe.16.4.500
López-Pastor, V. M., Kirk, D., Lorente-Catalán, E., MacPhail, A., & Macdonald, D. (2013).
Alternative assessment in physical education: a review of international literature. Sport,
Education and Society, 18(1), 57–76. https://doi.org/10.1080/13573322.2012.713860
Memmert, D. (2004). Ein Forschungsprogramm zur Validierung sportspielübergreifender
Basistaktiken [A research program concerning the validation of non-specific tactical
problems]. German Journal of Sport Science, 34, 341–354.
Memmert, D. (2005). Zur Identifizierung von Basistaktiken im Sportspiel [Identification of
non-specific tactical problems in invasion games]. Leipziger Sportwissenschaftliche Beiträge,
46, 33–50.
Memmert, D., & Harvey, S. (2008). The Game Performance Assessment Instrument (GPAI):
Some Concerns and Solutions for Further Development. Journal of Teaching in Physical
Education, 27(2), 220–240. https://doi.org/10.1123/jtpe.27.2.220
Mitchell, S.A., Oslin, J.L., & Griffin, L.L. (2006). Teaching sport concepts and skills: A tactical
games approach (2nd ed.). Champaign, IL: Human Kinetics
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.
Pill, Shane. (2008). Involving students in the assessment of game performance in physical
education.

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Patrik Picek 18.2.

Authentic Assessment in Team Sports

2. The assessment is meaningful as the process of collecting and interpreting evidence

3. It is postulated that an authentic assessment instruments help physical education

5. Authentic assessment of performance in team sports offers a special challenge to

Conception of Authentic Assessment in Team Sports

 Applicating Authentic Assessment in Team Sports, provides comprehensive

 During team sports, the players are engaged in a constantly changing

 These instruments are designed to be used by teachers as well as students

 Authentic assessment helps students to promote their self-construction of

 It can provide PE teachers the opportunity to develop player understanding

My perspective about what should be taken into account

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