PE012 Luk Wai Tung

Room A Day 1 1530 – PE#3

Supervisor: Prof. CHOW Hung Kay Daniel

Title: Factors affecting secondary school coaches' adoption of injury prevention programs in practice

Abstract

Objectives: Sport injury could reduce performance, affecting future participation in sport, daily life with long-term disability, eventually reduce social benefited. Although injury prevention programs (IPPs) have been proven that efficaciously reduce sport-related injury risk, the IPP adoption by school coach is not widespread (Norcross et al., 2016). This study aims to identify factors lead to non-adoption of IPPs by analyze coaches’ attitude, knowledge and behaviors related to IPP, further, comparing the attitude between the coach with or without application of IPPs in their team. Moreover, indicating the perceived barriers to adoption of injury prevention program of secondary school coaches who were aware of IPPs but chose not to adopt one with their teams. Design: cross-sectional. Methods: Coaches (n=61) from secondary school, would be invited to assessing their attitude, knowledge and behaviors related to IPP by complete a website- based survey. Results:100% reported being aware of IPPs; 39.3% reported currently using an IPP with their team; and 14.8% reported currently using an IPP with their team exactly as designed. 70.5% coaches who did not choose to use an IPP believing that an IPP would reduce injury. Therefore, negative attitude regarding injury prevention did not due to low rate of adoption. The possible barriers were coaches’ perceptions of 1) current training activities benefit more than IPPs; 2) injuries are not a significant issue in their teams; 3) IPPs are not suitable for theirs setting. Conclusion: The coaching education should highlight the scientifically proven advantages of IPPs is over current training content, moreover, the detail of injury prevention knowledge and the long- term consequences for athletes should be deliver to coaches.

PE021 Szeto Pui Ki

Room A Day 1 1530 – PE#3

Supervisor: Mr. Kam Wai Keung, Kevin

Title: Effect of Sport Education Model on Psychological Needs Satisfaction in Senior Secondary School Students

Abstract:

Based on Self-Determined Theory, this research aimed to examine the effect of Sport Education Model on basic psychological need satisfaction and intention to be physically active in secondary school students in Hong Kong with a sport teaching-learning process in Physical Education. A total of 27 secondary 5 students received 12 badminton lessons following the Sport Education Model. Data was collected using a pretest/protest design measuring their basic psychological need satisfaction regarding the motivational process. The design was a quasi-experimental study with a non-equivalent control group using pre- and post- test measures. Analysis of data for the basic psychological needs will use Paired-Samples T-test. Result indicated significant improvement in relatedness and autonomy need satisfaction. In its conclusion. Sport Education facilitates internalized form of students intention and as a means of support students’ social connectedness in engaging in Physical Education.

Keyword: Sport Education Model, Psychological need satisfaction, Autonomy, Relatedness, Competence

PE031 Yuen Ho Chun

Room A Day 1 1530 – PE#3

Supervisor: Mr. Kam Wai Keung, Kevin

Title: Development of secondary students’ communication skills from a unit of football by using Teaching Games for Understanding (TGFU)

Abstract

Purpose: The objective of this study was to examine the implementation of the ‘Teaching Game For Understanding’ (TGFU) in secondary school football team training on the development of students’ communication skills. TGFU is emphasis on cognitive based and forming an indirect teaching approach in game teaching, the process requires a certain level of communication and decision making.

Method: The number of participants were 30 students from secondary one to six in Hong Kong local school. There were a total 16-hours of soccer lessons and each session lasted two hours , TGFU pedagogical method was used to conduct the lesson. The study used multiple sources of data on qualitative and quantitative data collection. Quantitative data was collected by questionnaire and conducted at the start, middle and at the end of the whole soccer session period with the ‘Scale of Effective Communication in Team Sports’ in a type of 7-point Likert-type scale consisting 15 items. Qualitative data like interviews, teachers’ reflection and reflective journals were collected at the end of the total 16-hours soccer lessons. Three different grades of participants expressed the teaching method TGFU positively which provided a chance to think and find out the suitable solutions by teacher’s guiding and questioning.

Result: Participants were satisfied with the tactics they had learnt, able to discuss and analyze some similar situation when watching some soccer matches with friends. They encountered difficulties in identifying and understanding the tactics at the beginning of soccer lessons and expressed some negative feelings in both psychologically and physiologically. Their improvement significantly reflected after conducting the second time questionnaire in terms of the contents of a conversation like analyzing the tactics, the communication repetitions and behaviours with friends and also accepting others’ opinions and keeping a positive attitude inside the team that developed a good atmosphere in the team.

Conclusion: TGFU might solve the problem of passive learning, providing opportunities for students to interact with each other to solve the problems that they faced. Football tactics included different combinations of movements which required communication with teammates, students rated positively that more communication opportunities could improve their communication skills and have higher self confidence to chat in depth with others.

Keywords: Teaching Game For Understanding, communication skills, team cohesion