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Sportspersonship under Review: An Examination of Fair Play Attitudes through the Contextualized Sport Alphabetization Model in Primary Physical Education

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Title: Sportspersonship under Review: An Examination of Fair Play Attitudes through the Contextualized Sport Alphabetization Model in Primary Physical Education
Language: English
Authors: Sierra-Díaz, Manuel Jacob (ORCID 0000-0002-1098-4870), González-Víllora, Sixto (ORCID 0000-0003-2473-5223), Fernandez-Rio, Javier (ORCID 0000-0002-1368-3723)
Source: Journal of Teaching in Physical Education. 2023 42(3):430-441.
Availability: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Peer Reviewed: Y
Page Count: 12
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Ethics, Physical Education, Grade 4, Elementary School Students, Self Determination, Student Motivation, Team Sports, Student Attitudes, Correlation, Student Centered Learning, Teaching Methods, Intervention, Cheating, Foreign Countries, Measures (Individuals)
Geographic Terms: Spain
DOI: 10.1123/jtpe.2021-0301
ISSN: 0273-5024
1543-2769
Abstract: Purpose: The goal was twofold: (a) to analyze the evolution of sportspersonship attitudes and negative values along a learning unit using the contextualized sport alphabetization model and (b) to determine the associations between sportspersonship and self-determined motivation. Method: The study followed a preexperimental, cross-sectional design with pre-, mid-, and posttesting. Forty-one primary education students (10.17 ± 1.13 years) participated in a futsal-based unit using the contextualized sport alphabetization model. Data were analyzed through a set of Grade (4) × Time (3) repeated-measures analysis of variances. In addition, Pearson moment-product correlational analysis was conducted to observe any possible associations between sportspersonship and motivation. Results: Findings showed a positive significant evolution, as well as a positive relationship, between sportspersonship and self-determined motivation. Results also showed significant differences among grades. Discussion/Conclusion: This study provides empirical support for the implementation of the contextualized sport alphabetization model, encompassed within a learner-centered teaching practice, to promote positive values among students in physical education.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1396960
Database: ERIC
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  Value: <anid>AN0164611458;0do01jul.23;2023Jul03.05:17;v2.2.500</anid> <title id="AN0164611458-1">Sportspersonship Under Review: An Examination of Fair Play Attitudes Through the Contextualized Sport Alphabetization Model in Primary Physical Education </title> <p>Purpose: The goal was twofold: (a) to analyze the evolution of sportspersonship attitudes and negative values along a learning unit using the contextualized sport alphabetization model and (b) to determine the associations between sportspersonship and self-determined motivation. Method: The study followed a preexperimental, cross-sectional design with pre-, mid-, and posttesting. Forty-one primary education students (10.17 ± 1.13 years) participated in a futsal-based unit using the contextualized sport alphabetization model. Data were analyzed through a set of Grade (<reflink idref="bib4" id="ref1">4</reflink>) × Time (<reflink idref="bib3" id="ref2">3</reflink>) repeated-measures analysis of variances. In addition, Pearson moment–product correlational analysis was conducted to observe any possible associations between sportspersonship and motivation. Results: Findings showed a positive significant evolution, as well as a positive relationship, between sportspersonship and self-determined motivation. Results also showed significant differences among grades. Discussion/Conclusion: This study provides empirical support for the implementation of the contextualized sport alphabetization model, encompassed within a learner-centered teaching practice, to promote positive values among students in physical education.</p> <p>Keywords: pedagogical models; sporting values; cheating; motivation; children</p> <p>The holistic development of students' physical, cognitive, social, and psychoaffective domains is one of the main objectives of the majority of school curricula worldwide (e.g., [<reflink idref="bib19" id="ref3">19</reflink>]; [<reflink idref="bib60" id="ref4">60</reflink>] of February 28; [<reflink idref="bib62" id="ref5">62</reflink>]). To reach this goal, the educational programs are divided into subjects, which contain specific objectives, minimum contents, and assessment criteria ([<reflink idref="bib43" id="ref6">43</reflink>]). Regarding content, it must be properly contextualized to avoid adverse learning effects or social injustice, which is, at times, the case in games and sport teaching in physical education (PE; [<reflink idref="bib40" id="ref7">40</reflink>]). According to Solmon ([<reflink idref="bib58" id="ref8">58</reflink>]), sport-based PE syllabi should try to foster positive values, such as empathy or respect among classmates, moving away from the extremist side of competitive sport. In this sense, [<reflink idref="bib28" id="ref9">28</reflink>]; p. 151) advocated the alignment of curriculum, teaching, learning, and assessment in PE in an inclusive, fair, and equitable form. In a recent empirical study, Hemphill et al. ([<reflink idref="bib25" id="ref10">25</reflink>]) showed that transformative curricula can significantly promote social and emotional learning, which are relevant components to foster holistic student development. For these reasons, lesson plans ought to contribute to psychoaffective variables, such as students' moral development, alongside other important dimensions, like physical (technical) or cognitive (tactical) maturation ([<reflink idref="bib66" id="ref11">66</reflink>]).</p> <p> <emph>Moral development</emph> is a complex construct to define as well as to effectively promote in PE. According to Pennington ([<reflink idref="bib44" id="ref12">44</reflink>]), moral education is a set of actions that push individuals to follow adequate, rational, and autonomous conduct in all those situations where conflict of values arises. Positive moral development has been found to be essential to create adequate and safe learning environments to integrate values like discipline, competition, cooperation, empathy, regulation, and fair play ([<reflink idref="bib59" id="ref13">59</reflink>]). Moreover, adequate social interactions in PE contexts are essential to produce self-determined types of motivation as relatedness, one of the three basic psychological needs identified by Deci and Ryan ([<reflink idref="bib10" id="ref14">10</reflink>]), is then promoted. In a recent systematic review and meta-analysis, Sierra-Díaz et al. ([<reflink idref="bib54" id="ref15">54</reflink>]) confirmed this link and found that higher levels of self-determined motivation are promoted by the satisfaction of the basic psychological needs, and they are also associated with lifelong physical activity practice and sport adherence.</p> <p>In sport-based PE units, <emph>sportspersonship</emph> (formerly called <emph>sportsmanship</emph>) is a relevant component of moral development that can significantly impact the development of students' sport competence. According to Glugatch et al. ([<reflink idref="bib15" id="ref16">15</reflink>]), sportspersonship is a set of behaviors that includes playing by the rules, respecting the decisions, and letting others play during games. The construct encompasses multiple subcomponents difficult to define and study ([<reflink idref="bib55" id="ref17">55</reflink>]). Traditionally, research focused on specific game-based behaviors, such as <emph>fair play</emph> ([<reflink idref="bib22" id="ref18">22</reflink>]; [<reflink idref="bib40" id="ref19">40</reflink>]), rather than on a multidimensional concept ([<reflink idref="bib65" id="ref20">65</reflink>]). Recently, Iturbide-Luquin et al. ([<reflink idref="bib26" id="ref21">26</reflink>]) highlighted that sportspersonship is an ethical and moral activity that promotes attitudes of fair play, whereas fair play includes external behaviors focused on respect and equal opportunities among all players. Thus, sportspersonship is considered a complex concept that has to be studied from different perspectives ([<reflink idref="bib39" id="ref22">39</reflink>]). From a sociopsychological standpoint, Vallerand et al. ([<reflink idref="bib65" id="ref23">65</reflink>]) proposed the division of sportspersonship into four dimensions, which included the concept of <emph>respect</emph> and the <emph>absence of negative strategies</emph>. Recently, Iturbide-Luquin et al. ([<reflink idref="bib26" id="ref24">26</reflink>]) identified five dimensions: <emph>enjoyment</emph>, <emph>commitment</emph>, <emph>participation</emph>, <emph>fair play</emph>, and <emph>respect</emph>.</p> <p>Regarding sporting values and fair play attitudes, negative and neutral attitudes during sport practice have also been analyzed ([<reflink idref="bib46" id="ref25">46</reflink>]). The (pre)disposition to cheat or break the rules is an attitude against sporting values and fair play ([<reflink idref="bib33" id="ref26">33</reflink>]). Nevertheless, in some cases, there is no violation of rules, which is termed <emph>sporting cunning</emph>, gamesmanship, or professional foul. For example, a feint in a penalty or a movement in a particular direction to deceive the goalkeeper is not considered unfair play, but neither is it a completely fair play attitude. In these kinds of behaviors, there is not a clear disposition to cheat, but there is an intention to take an advantage without violating the rules due to the idiosyncrasy of the sport ([<reflink idref="bib46" id="ref27">46</reflink>]). Although those "neutral" values are not part of negative sporting attitudes, they are closely related to individuals' moral development. As Reddiford ([<reflink idref="bib47" id="ref28">47</reflink>]) pointed out, they should be studied alongside negative sporting values. Supplementary Figure S1 (available online) illustrates the relationship between the variables under study with sportspersonship and moral development.</p> <p>As one of the main goals of PE is to engage students in lifetime physical and/or sporting activities, promoting their physical literacy is crucial ([<reflink idref="bib45" id="ref29">45</reflink>]). In terms of sport-based PE programs, sport competence is the set of abilities needed to solve a wide range of tactical and technical problems during the game in accordance with the rules of the sport and the moral values of the players ([<reflink idref="bib30" id="ref30">30</reflink>]). Nevertheless, some contents (like sports) do not guarantee by themselves the holistic development of these competencies, including the acquisition of positive attitudes ([<reflink idref="bib61" id="ref31">61</reflink>]). For this reason, <emph>pedagogical models</emph> have been proposed to address this issue in PE contexts ([<reflink idref="bib29" id="ref32">29</reflink>]). This is the case of sport education ([<reflink idref="bib53" id="ref33">53</reflink>]), which has the aim of developing competent, literate, and enthusiastic sportspersons. Pedagogical models include a set of orientations that involve different athlete-/student-centered action plans to guarantee contextualized and meaningful sports learning based on game practice ([<reflink idref="bib17" id="ref34">17</reflink>]). Casey and Kirk ([<reflink idref="bib7" id="ref35">7</reflink>]) considered that pedagogical models must have one or several main objective(s), critical elements, and learning aspirations that configure the action plan to achieve the set learning objectives. Regarding sports teaching, all pedagogical models that include "game play" and "reflection" as the central axis have been grouped under the umbrella term <emph>game-centered approach</emph> (GcA; [<reflink idref="bib17" id="ref36">17</reflink>]) wherein the game sets the framework to develop creative, intelligent, and skillful players. Nowadays, the Teacher Games for Understanding International Advisory Board has suggested the use of <emph>game-based approach</emph> (GbA; <ulink href="http://www.tgfu.info/consensus-statement.html">http://www.tgfu.info/consensus-statement.html</ulink>) instead of GcA to avoid confusion among educational practitioners.</p> <p>Within this umbrella term, the <emph>contextualized sport alphabetization model</emph> (CSAM) is an emergent pedagogical approach that aims to develop competence in sports and games playing through inclusive, fair, and equitable forms of practice that draw on multiple resources ([<reflink idref="bib18" id="ref37">18</reflink>]). The term contains two important ideas that reinforces the keynotes of the teaching and learning process. On the one hand, "contextualized" highlights the notion that all pedagogical elements (e.g., content, assessment, skills) must be adapted to meet the needs of each student. On the other hand, "sport alphabetization" is a synonym of "sport literacy": Students need to develop their individual competence regardless of the overall level of the class. Kolovelonis and Goudas ([<reflink idref="bib30" id="ref38">30</reflink>]) defined sport alphabetization as a set of specific abilities and the knowledge to solve a wide range of tactical and technical problems during sport practice. Therefore, sport alphabetization can be considered a subcomponent within physical literacy that can help individuals use and adapt certain movement patterns (e.g., a pass in soccer) alongside cognitive operations (e.g., tactical knowledge) in specific circumstances (e.g., the game). As part of physical literacy, sport alphabetization contributes to the students' holistic development and to their interest in understanding and performing physical activity beyond the class walls. In this sense, the concept "contextualized sport alphabetization" calls to individualize instruction and pedagogical strategies, according to skill level, assessment, and content, to help each student perceive that this model is being adapted to their personal circumstances. Therefore, this alternative model tries to overcome certain shortcomings identified in the literature when the GcA/GbA is implemented in educational contexts, such as the tension between prescription and adaptation (the tension between perceiving pedagogical models as a rigid resource—or blueprint—that can be implemented regardless of the context) and the idea of using guidelines that are adequately adapted to the particular setting; [<reflink idref="bib7" id="ref39">7</reflink>]) or social injustice (the lack of inclusion, fairness, and equity within the classes, which can have a negative impact on the welfare, rights, and dignity of the students), especially among students with different levels of sporting expertise ([<reflink idref="bib28" id="ref40">28</reflink>]). The main focus of the CSAM is to create a confident and inclusive environment for each player to perceive a positive evolution in his/her sports competence during game play. This alternative model includes the innovative perspective of critical pedagogy of affect ([<reflink idref="bib28" id="ref41">28</reflink>]) within GcA/GbA, which helps teachers/coaches concentrate on social, moral, and health-related components while trying to improve students' game performance. To reach this goal, CSAM was designed to have a flexible structure wherein heterogeneous groups of students can effectively develop their skills, regardless of their sporting background. There are three critical elements inherent to this perspective ([<reflink idref="bib27" id="ref42">27</reflink>]): (a) student-centered pedagogy, (b) modified games adapted to the students' individual needs, and (c) holistic assessment that considers individual and team performance. Although previous research found that the CSAM can be considered an appropriate pedagogical framework to improve students' physiological performance in primary PE classes ([<reflink idref="bib18" id="ref43">18</reflink>]), there is a need to expand the investigation to other variables related to the students' psychomoral development, sporting values, and the critical pedagogy of affect within the GcA/GbA via the CSAM.</p> <hd id="AN0164611458-2">Research Question, Objectives, and Hypothesis</hd> <p>Previous research concluded that sport-based PE programs including pedagogical models can be ideal contexts to foster moral responsibilities ([<reflink idref="bib3" id="ref44">3</reflink>]), but research is limited. Harvey et al. ([<reflink idref="bib21" id="ref45">21</reflink>]) observed that sport education is a perfect model to promote moral and ethical responsibility. For its part, Merino-Barrero et al. ([<reflink idref="bib38" id="ref46">38</reflink>]) also observed significant differences in students' psychological attitudes during the implementation of a teaching for personal and social responsibility program in contrast to a traditional approach. Similarly, Burgueño et al. ([<reflink idref="bib5" id="ref47">5</reflink>]) linked self-determined forms of motivation with sportspersonship orientations in secondary PE. The study of a holistic, adequate development of students' moral behavior and sportspersonship values during the implementation of pedagogical models in primary PE contexts seems necessary. The present study expands the study of these constructs and variables using the new CSAM. In addition, an analysis of the associations between positive sporting values and the most self-determined forms of motivation is also included to study individuals' adherence to active lifestyles, especially within the GcA/GbA using the CSAM.</p> <p>For this, two research questions were formulated: (a) Can the CSAM significantly influence the acquisition of sportspersonship and factors such as enjoyment, commitment, participation, fair play, and respect? and (b) Is sportspersonship positively related to self-determined motivation? Based on these research questions, the main goal of this study was to assess the evolution of sportspersonship and positive sporting values throughout the implementation of one futsal-based learning unit using the CSAM in four primary PE classes. The second objective was to assess the associations between motivation and sportspersonship. Based on these goals, the first hypothesis was that the CSAM will be an adequate framework to promote sportspersonship and positive sporting attitudes. The second hypothesis was that sportspersonship behaviors and fair play values will be positively associated with the most self-determined types of motivation (determined by factors such as enjoyment or satisfaction of the basic psychological needs), and therefore, negative values, such as cheating or unfair play, will show negative connections.</p> <hd id="AN0164611458-3">Methods</hd> <p></p> <hd id="AN0164611458-4">Study Design</hd> <p>A preexperimental and cross-sectional pilot study was conducted in primary PE. To answer the research questions, a pre-, mid-, and posttest design was followed (Figure 1).</p> <p>Graph: Figure 1 —Basic outline of the present research design. CDED = Disposition to Cheating in Sport Questionnaire; MSD = Multidimensional Sportspersonship Questionnaire; SDI = self-determination index; CSAM = contextualized sport alphabetization model.</p> <hd id="AN0164611458-5">Participants and Main Context</hd> <p>A total of 41 students (9–12 years; 17 girls and 23 boys) enrolled in one Year 3 (<emph>n</emph> = 10; 8.80 ± 0.44 years), one Year 4 (<emph>n</emph> = 10; 9.80 ± 0.42 years), one Year 5 (<emph>n</emph> = 10; 10.5 ± 0.52 years), and one Year 6 (<emph>n</emph> = 11; 11.55 ± 0.52 years) classes from a primary school in the center of Spain agreed to participate. The students were randomly clustered in CSAM groups within each class based on the Consolidated Standards of Reporting Trials statement ([<reflink idref="bib51" id="ref48">51</reflink>]). Each student was assigned an identification number. Then, the numbers were tabulated into a statistical spreadsheet, and one external researcher executed the random assignment command to obtain the randomized groups. Participants experienced a 12-session unit of learning how to play futsal (intervention), including 3 additional days to collect data (pre-, mid-, and posttest). The same teacher conducted all classes using the CSAM. As explained later, he was trained to do it.</p> <p>In terms of previous students' experience, all groups were used to (traditional) direct instruction. Under this approach, students learned sports through isolated drills, trying to reproduce the movement pattern set by the teacher. When the technical skills had been more or less interiorized by the students, they participated in a real game. Only Year 6 students had experienced the sport education model prior to this study, linked to a local project during the previous school year.</p> <hd id="AN0164611458-6">Ethical Considerations and Main Procedures</hd> <p>The ethical standards of the Declaration of Helsinki ([<reflink idref="bib67" id="ref49">67</reflink>]) were exhaustively followed throughout the intervention, especially those statements related to data confidentiality (e.g., <emph>Standard 23: Every precaution must be taken to protect the privacy of research subjects</emph>). All the experimental and the data collection procedures were approved, first, by the faculty of education of the first author and, second, by the participating school's principal. An informed written consent was also elaborated based on the recommendations of Faden et al. ([<reflink idref="bib12" id="ref50">12</reflink>]). Then, a meeting with all the members of the school (principal, head of studies, PE teacher, and parent delegates) was arranged to present the project and answer any questions (e.g., <emph>Will the implementation of this research mean the modification of the timetable of the rest of the subjects?</emph>). They all approved the intervention program, and the PE teacher agreed to implement the units. Finally, the informed consent was signed by all parents or legal guardians of the participating students as all participants were under the age of 18. Confidentiality of the participants' personal information was exhaustively protected. They answered a predesigned questionnaire at three times during the study (pre, mid, and post) in their regular classrooms to provide a comfortable (safe) place. One member of the research team supervised data collection, explaining each item to the students to help them fully understand the idea behind each one.</p> <hd id="AN0164611458-7">Procedure: The CSAM Intervention</hd> <p>The school's state curriculum included three PE periods of 45 min per week for all primary education students. All the PE sessions were conducted in the main futsal/basketball court of a nearby sports center. For the purpose of this study, a 12-session futsal learning unit, using the CSAM, was implemented for each of the courses under study (four units). The futsal lesson plan was designed according to the main idea, critical elements, and learning aspirations of this pedagogical approach ([<reflink idref="bib7" id="ref51">7</reflink>]). Each session included a standardized structure: (a) initial group reflection and objectives, (b) several small-sided and conditioned games oriented to improve tactical and technical principles of attack and defense, (c) progression of the game according to the initial objectives, and (d) final reflection and team and self-evaluation. This structure enabled teachers to adequately adapt the sessions to the level and the needs of each student instead of using the model as a prescription.</p> <p>During the intervention, each student had to bring a <emph>tracking sheet</emph> to class as a mandatory resource. This material was specifically designed for each grade, and it contained tactical components, specific strategies, skills, and techniques organized in several levels of performance. It was a "visual artifact" to promote reflection and to set individual and collective objectives in accordance with each student's level of expertise and needs. Supplementary Table S1 (available online) shows an example of a tracking sheet used in Year 4. In addition, each class was divided into several teams (or subgroups) that were maintained during the rest of the unit to foster the students' psychological needs (e.g., relatedness; [<reflink idref="bib49" id="ref52">49</reflink>]). All the sessions began with a 5-min group reflection to set personal and group objectives based on the tracking sheet and supervised by the teacher. Thereby, each team implemented different small-sided and conditioned games and game forms to meet the objectives. At the end of the session, a 5-min reflection was conducted to assess whether individual and/or team objectives had been achieved as well as to summarize the outcomes of the session. To illustrate a global example of the intervention, a Year 5 lesson outline can be consulted in Supplementary Table S2 (available online). Regarding the content of the unit, futsal was selected because it is a popular sport in the majority of primary schools in Spain. Moreover, soccer and futsal are among the most famous and media-centered sports that can negatively impact on children, and unfortunately, poor sportspersonship can arise if it is not correctly taught at schools ([<reflink idref="bib14" id="ref53">14</reflink>]).</p> <hd id="AN0164611458-8">Implementation Fidelity</hd> <p>Hastie and Casey ([<reflink idref="bib23" id="ref54">23</reflink>]) emphasized the importance of guaranteeing an adequate implementation of pedagogical models based on their specific main idea, structure, and critical elements. For the same reason, Tucker and Blyther ([<reflink idref="bib63" id="ref55">63</reflink>]) proposed the implementation of several strategies to promote and report treatment fidelity. Thus, based on previous research in PE contexts, several strategies were adopted to promote implementation fidelity. First, all participating authors had a wide experience implementing pedagogical models, and they adapted validated materials and techniques to the intervention program. Regarding instructor information, the teacher had a tenure of more than 20 years in the department of PE at the same school, including more than 30 years of experience in this subject. In addition, he had accumulated 7 years implementing pedagogical models, such as sport education. Second, as CSAM was an emergent model, an additional training course was necessary to guarantee an adequate implementation. For that reason, the course included 40 hr of theory and practice on pedagogical models and the CSAM. Finally, external supervision of the implementation (including on-site support, feedback, and consultation) was conducted throughout the intervention by the research team. An external observer, expert on the topics, was responsible for completing a CSAM checklist. Although this could be considered a subjective technique, it is one of the most appropriate methods when video recording is not possible ([<reflink idref="bib37" id="ref56">37</reflink>]). The checklist included several items related to the model (i.e., structure, materials, organization, main objectives, and critical elements), to the teacher (e.g., instructions, clarity of explication), and to the general organization (Table 1). A sample of five sessions (41.61% of the total) were observed, with each item scoring above 75.1%. Therefore, the instructional checklist showed great fidelity of the implementation.</p> <p>Table 1 Instructional Appraisal for the Contextualized Sport Alphabetization Model Implementation</p> <p> <ephtml> <table><colgroup span="1"><col align="left" span="1" /><col align="left" span="1" /><col align="center" span="1" /></colgroup><thead><tr><th rowspan="1" colspan="1">Classification</th><th align="left" rowspan="1" colspan="1">Item/standard</th><th rowspan="1" colspan="1">Percentage</th></tr></thead><tbody><tr><td rowspan="7" colspan="1">Model</td><td rowspan="1" colspan="1">The students attend classes with the tracking sheet, and they can identify their level.</td><td rowspan="1" colspan="1">90.1%</td></tr><tr><td rowspan="1" colspan="1">Each team gathers in a designated area to discuss the personal and the group objectives at the beginning of the session.</td><td rowspan="1" colspan="1">95.2%</td></tr><tr><td rowspan="1" colspan="1">During the session, students practice within the group using modified games and small-sided games.</td><td rowspan="1" colspan="1">100%</td></tr><tr><td rowspan="1" colspan="1">Modifications of the full games are conducted based on the students' levels and objectives.</td><td rowspan="1" colspan="1">97.5%</td></tr><tr><td rowspan="1" colspan="1">The materials used are adequate to achieve the objectives planned in each team.</td><td rowspan="1" colspan="1">90.0%</td></tr><tr><td rowspan="1" colspan="1">The promotion to a new level is suggested when the students or groups are able to complete the criteria.</td><td rowspan="1" colspan="1">87.7%</td></tr><tr><td rowspan="1" colspan="1">The structure of the session includes initial group reflections, game play (practice and evolution), and final whole-class conclusion.</td><td rowspan="1" colspan="1">98.5%</td></tr><tr><td rowspan="7" colspan="1">Teacher</td><td rowspan="1" colspan="1">The teacher supervises the individual and team objectives, proposing modifications to foster students' game performance according to their levels.</td><td rowspan="1" colspan="1">97.7%</td></tr><tr><td rowspan="1" colspan="1">The teacher listens to the needs and motivations of each student.</td><td rowspan="1" colspan="1">96.5%</td></tr><tr><td rowspan="1" colspan="1">The teacher creates a confident environment during the reflection and activities or games.</td><td rowspan="1" colspan="1">93.6%</td></tr><tr><td rowspan="1" colspan="1">Individual positive feedback is provided to engage and consolidate tactical/technical skills.</td><td rowspan="1" colspan="1">96.7%</td></tr><tr><td rowspan="1" colspan="1">The teacher offers recommendations and modifications based on each student/group using different approaches and/or materials.</td><td rowspan="1" colspan="1">90.5%</td></tr><tr><td rowspan="1" colspan="1">The teacher observes each team (and individual students) and uses inquiry-based strategies to promote active learning.</td><td rowspan="1" colspan="1">96.3%</td></tr><tr><td rowspan="1" colspan="1">The teacher emphasizes positive progressions and final results at the end of the reflection.</td><td rowspan="1" colspan="1">89.5%</td></tr><tr><td rowspan="3" colspan="1">Organization</td><td rowspan="1" colspan="1">Students have at least 30 min of modified games' practice and/or small-sided games including adaptations.</td><td rowspan="1" colspan="1">94.7%</td></tr><tr><td rowspan="1" colspan="1">Space is adequately used by each group, and it is enough to develop the games.</td><td rowspan="1" colspan="1">98.5%</td></tr><tr><td rowspan="1" colspan="1">The students in the same group help each other to achieve the objectives.</td><td rowspan="1" colspan="1">75.8%</td></tr></tbody></table> </ephtml> </p> <hd id="AN0164611458-9">Instruments and Dependent Variables</hd> <p></p> <hd id="AN0164611458-10">Disposition to Cheat and Sporting Cunning</hd> <p>Disposition to cheat and sporting cunning were assessed using the validated <emph>Disposition to Cheating in Sport Questionnaire</emph> ([<reflink idref="bib46" id="ref57">46</reflink>]). This tool required students to rate their level of agreement on six items using a 5-point Likert scale where 1 = <emph>completely disagree</emph> and 5 = <emph>completely agree</emph> (e.g., "You can cheat if no one knows about it"). Table 2 shows that both dimensions demonstrated adequate validity and reliability.</p> <p>Table 2 Descriptive Statistics and Reliability Index per Course</p> <p> <ephtml> <table><colgroup span="1"><col align="left" span="1" /><col align="left" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /></colgroup><thead><tr><th rowspan="1" colspan="1" /><th rowspan="1" colspan="1" /><th colspan="2" rowspan="1">Pretest</th><th colspan="2" rowspan="1">Midtest</th><th colspan="2" rowspan="1">Posttest</th><th rowspan="1" colspan="1" /></tr><tr><th rowspan="1" colspan="1">Grade</th><th rowspan="1" colspan="1">Dependent variables</th><th rowspan="1" colspan="1"><italic>M</italic></th><th rowspan="1" colspan="1"><italic>SD</italic></th><th rowspan="1" colspan="1"><italic>M</italic></th><th rowspan="1" colspan="1"><italic>SD</italic></th><th rowspan="1" colspan="1"><italic>M</italic></th><th rowspan="1" colspan="1"><italic>SD</italic></th><th rowspan="1" colspan="1">Cronbach's alpha</th></tr></thead><tbody><tr><td rowspan="8" colspan="1">Year 3</td><td rowspan="1" colspan="1">Cheating</td><td rowspan="1" colspan="1">8.40</td><td rowspan="1" colspan="1">2.50</td><td rowspan="1" colspan="1">7.70</td><td rowspan="1" colspan="1">2.11</td><td rowspan="1" colspan="1">6.90</td><td rowspan="1" colspan="1">1.52</td><td rowspan="1" colspan="1">.966</td></tr><tr><td rowspan="1" colspan="1">Cunning</td><td rowspan="1" colspan="1">8.00</td><td rowspan="1" colspan="1">1.82</td><td rowspan="1" colspan="1">7.90</td><td rowspan="1" colspan="1">1.72</td><td rowspan="1" colspan="1">6.50</td><td rowspan="1" colspan="1">1.71</td><td rowspan="1" colspan="1">.980</td></tr><tr><td rowspan="1" colspan="1">Enjoyment</td><td rowspan="1" colspan="1">6.10</td><td rowspan="1" colspan="1">1.37</td><td rowspan="1" colspan="1">12.80</td><td rowspan="1" colspan="1">1.39</td><td rowspan="1" colspan="1">22.00</td><td rowspan="1" colspan="1">2.40</td><td rowspan="1" colspan="1">.663</td></tr><tr><td rowspan="1" colspan="1">Commitment</td><td rowspan="1" colspan="1">6.40</td><td rowspan="1" colspan="1">1.35</td><td rowspan="1" colspan="1">13.00</td><td rowspan="1" colspan="1">1.63</td><td rowspan="1" colspan="1">17.60</td><td rowspan="1" colspan="1">1.35</td><td rowspan="1" colspan="1">.750</td></tr><tr><td rowspan="1" colspan="1">Participation</td><td rowspan="1" colspan="1">6.40</td><td rowspan="1" colspan="1">1.35</td><td rowspan="1" colspan="1">12.90</td><td rowspan="1" colspan="1">1.52</td><td rowspan="1" colspan="1">17.80</td><td rowspan="1" colspan="1">1.47</td><td rowspan="1" colspan="1">.850</td></tr><tr><td rowspan="1" colspan="1">Fair play</td><td rowspan="1" colspan="1">14.90</td><td rowspan="1" colspan="1">1.66</td><td rowspan="1" colspan="1">13.00</td><td rowspan="1" colspan="1">1.63</td><td rowspan="1" colspan="1">6.50</td><td rowspan="1" colspan="1">1.43</td><td rowspan="1" colspan="1">.936</td></tr><tr><td rowspan="1" colspan="1">Respect</td><td rowspan="1" colspan="1">6.40</td><td rowspan="1" colspan="1">1.35</td><td rowspan="1" colspan="1">12.90</td><td rowspan="1" colspan="1">1.79</td><td rowspan="1" colspan="1">18.60</td><td rowspan="1" colspan="1">1.26</td><td rowspan="1" colspan="1">.911</td></tr><tr><td rowspan="1" colspan="1">RAI</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">44.10</td><td rowspan="1" colspan="1">3.41</td><td rowspan="1" colspan="1">.880</td></tr><tr><td rowspan="8" colspan="1">Year 4</td><td rowspan="1" colspan="1">Cheating</td><td rowspan="1" colspan="1">9.50</td><td rowspan="1" colspan="1">1.26</td><td rowspan="1" colspan="1">8.60</td><td rowspan="1" colspan="1">1.17</td><td rowspan="1" colspan="1">7.30</td><td rowspan="1" colspan="1">0.94</td><td rowspan="1" colspan="1">.919</td></tr><tr><td rowspan="1" colspan="1">Cunning</td><td rowspan="1" colspan="1">9.60</td><td rowspan="1" colspan="1">1.77</td><td rowspan="1" colspan="1">9.10</td><td rowspan="1" colspan="1">1.10</td><td rowspan="1" colspan="1">7.20</td><td rowspan="1" colspan="1">0.52</td><td rowspan="1" colspan="1">.888</td></tr><tr><td rowspan="1" colspan="1">Enjoyment</td><td rowspan="1" colspan="1">7.10</td><td rowspan="1" colspan="1">1.10</td><td rowspan="1" colspan="1">13.50</td><td rowspan="1" colspan="1">0.52</td><td rowspan="1" colspan="1">22.00</td><td rowspan="1" colspan="1">1.82</td><td rowspan="1" colspan="1">.556</td></tr><tr><td rowspan="1" colspan="1">Commitment</td><td rowspan="1" colspan="1">6.90</td><td rowspan="1" colspan="1">0.87</td><td rowspan="1" colspan="1">13.90</td><td rowspan="1" colspan="1">0.87</td><td rowspan="1" colspan="1">17.70</td><td rowspan="1" colspan="1">1.63</td><td rowspan="1" colspan="1">.700</td></tr><tr><td rowspan="1" colspan="1">Participation</td><td rowspan="1" colspan="1">7.40</td><td rowspan="1" colspan="1">1.17</td><td rowspan="1" colspan="1">14.10</td><td rowspan="1" colspan="1">0.99</td><td rowspan="1" colspan="1">17.60</td><td rowspan="1" colspan="1">1.50</td><td rowspan="1" colspan="1">.0850</td></tr><tr><td rowspan="1" colspan="1">Fair play</td><td rowspan="1" colspan="1">15.80</td><td rowspan="1" colspan="1">0.63</td><td rowspan="1" colspan="1">13.90</td><td rowspan="1" colspan="1">0.87</td><td rowspan="1" colspan="1">6.70</td><td rowspan="1" colspan="1">0.87</td><td rowspan="1" colspan="1">.901</td></tr><tr><td rowspan="1" colspan="1">Respect</td><td rowspan="1" colspan="1">6.70</td><td rowspan="1" colspan="1">1.05</td><td rowspan="1" colspan="1">13.50</td><td rowspan="1" colspan="1">1.17</td><td rowspan="1" colspan="1">17.60</td><td rowspan="1" colspan="1">0.96</td><td rowspan="1" colspan="1">.900</td></tr><tr><td rowspan="1" colspan="1">RAI</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">43.20</td><td rowspan="1" colspan="1">2.57</td><td rowspan="1" colspan="1">.870</td></tr><tr><td rowspan="8" colspan="1">Year 5</td><td rowspan="1" colspan="1">Cheating</td><td rowspan="1" colspan="1">11.90</td><td rowspan="1" colspan="1">0.87</td><td rowspan="1" colspan="1">10.90</td><td rowspan="1" colspan="1">0.87</td><td rowspan="1" colspan="1">10.30</td><td rowspan="1" colspan="1">1.33</td><td rowspan="1" colspan="1">.830</td></tr><tr><td rowspan="1" colspan="1">Cunning</td><td rowspan="1" colspan="1">10.90</td><td rowspan="1" colspan="1">1.10</td><td rowspan="1" colspan="1">10.70</td><td rowspan="1" colspan="1">1.05</td><td rowspan="1" colspan="1">9.90</td><td rowspan="1" colspan="1">0.73</td><td rowspan="1" colspan="1">.933</td></tr><tr><td rowspan="1" colspan="1">Enjoyment</td><td rowspan="1" colspan="1">8.90</td><td rowspan="1" colspan="1">1.28</td><td rowspan="1" colspan="1">15.60</td><td rowspan="1" colspan="1">1.57</td><td rowspan="1" colspan="1">22.60</td><td rowspan="1" colspan="1">1.26</td><td rowspan="1" colspan="1">.778</td></tr><tr><td rowspan="1" colspan="1">Commitment</td><td rowspan="1" colspan="1">9.10</td><td rowspan="1" colspan="1">0.87</td><td rowspan="1" colspan="1">15.60</td><td rowspan="1" colspan="1">1.57</td><td rowspan="1" colspan="1">22.60</td><td rowspan="1" colspan="1">1.26</td><td rowspan="1" colspan="1">.655</td></tr><tr><td rowspan="1" colspan="1">Participation</td><td rowspan="1" colspan="1">9.30</td><td rowspan="1" colspan="1">1.76</td><td rowspan="1" colspan="1">15.60</td><td rowspan="1" colspan="1">0.96</td><td rowspan="1" colspan="1">17.20</td><td rowspan="1" colspan="1">1.03</td><td rowspan="1" colspan="1">.845</td></tr><tr><td rowspan="1" colspan="1">Fair play</td><td rowspan="1" colspan="1">17.00</td><td rowspan="1" colspan="1">0.81</td><td rowspan="1" colspan="1">15.70</td><td rowspan="1" colspan="1">0.82</td><td rowspan="1" colspan="1">9.30</td><td rowspan="1" colspan="1">1.05</td><td rowspan="1" colspan="1">.750</td></tr><tr><td rowspan="1" colspan="1">Respect</td><td rowspan="1" colspan="1">9.40</td><td rowspan="1" colspan="1">1.26</td><td rowspan="1" colspan="1">15.60</td><td rowspan="1" colspan="1">0.69</td><td rowspan="1" colspan="1">15.50</td><td rowspan="1" colspan="1">1.17</td><td rowspan="1" colspan="1">.850</td></tr><tr><td rowspan="1" colspan="1">RAI</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1">.843</td></tr><tr><td rowspan="8" colspan="1">Year 6</td><td rowspan="1" colspan="1">Cheating</td><td rowspan="1" colspan="1">14.09</td><td rowspan="1" colspan="1">0.83</td><td rowspan="1" colspan="1">13.55</td><td rowspan="1" colspan="1">1.12</td><td rowspan="1" colspan="1">12.73</td><td rowspan="1" colspan="1">1.61</td><td rowspan="1" colspan="1">.855</td></tr><tr><td rowspan="1" colspan="1">Cunning</td><td rowspan="1" colspan="1">13.45</td><td rowspan="1" colspan="1">1.50</td><td rowspan="1" colspan="1">13.45</td><td rowspan="1" colspan="1">1.21</td><td rowspan="1" colspan="1">12.36</td><td rowspan="1" colspan="1">1.28</td><td rowspan="1" colspan="1">.938</td></tr><tr><td rowspan="1" colspan="1">Enjoyment</td><td rowspan="1" colspan="1">10.45</td><td rowspan="1" colspan="1">2.06</td><td rowspan="1" colspan="1">16.09</td><td rowspan="1" colspan="1">0.83</td><td rowspan="1" colspan="1">21.73</td><td rowspan="1" colspan="1">2.24</td><td rowspan="1" colspan="1">.674</td></tr><tr><td rowspan="1" colspan="1">Commitment</td><td rowspan="1" colspan="1">11.36</td><td rowspan="1" colspan="1">1.02</td><td rowspan="1" colspan="1">17.82</td><td rowspan="1" colspan="1">0.75</td><td rowspan="1" colspan="1">16.18</td><td rowspan="1" colspan="1">1.60</td><td rowspan="1" colspan="1">.715</td></tr><tr><td rowspan="1" colspan="1">Participation</td><td rowspan="1" colspan="1">10.82</td><td rowspan="1" colspan="1">2.18</td><td rowspan="1" colspan="1">17.64</td><td rowspan="1" colspan="1">1.20</td><td rowspan="1" colspan="1">16.73</td><td rowspan="1" colspan="1">1.34</td><td rowspan="1" colspan="1">.800</td></tr><tr><td rowspan="1" colspan="1">Fair play</td><td rowspan="1" colspan="1">18.82</td><td rowspan="1" colspan="1">0.87</td><td rowspan="1" colspan="1">17.27</td><td rowspan="1" colspan="1">2.61</td><td rowspan="1" colspan="1">11.55</td><td rowspan="1" colspan="1">1.40</td><td rowspan="1" colspan="1">.775</td></tr><tr><td rowspan="1" colspan="1">Respect</td><td rowspan="1" colspan="1">11.18</td><td rowspan="1" colspan="1">0.87</td><td rowspan="1" colspan="1">17.55</td><td rowspan="1" colspan="1">1.44</td><td rowspan="1" colspan="1">15.91</td><td rowspan="1" colspan="1">1.30</td><td rowspan="1" colspan="1">.875</td></tr><tr><td rowspan="1" colspan="1">RAI</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">—</td><td rowspan="1" colspan="1">38.36</td><td rowspan="1" colspan="1">4.76</td><td rowspan="1" colspan="1">.893</td></tr></tbody></table> </ephtml> </p> <p> <emph>Note.</emph> RAI = relative autonomy index.</p> <hd id="AN0164611458-11">Sportspersonship</hd> <p>Sportspersonship was assessed using the <emph>modified Multidimensional Sportspersonship Questionnaire</emph> ([<reflink idref="bib26" id="ref58">26</reflink>]). This scale contained 21 items grouped into five dimensions of sportspersonship: enjoyment (e.g., "I do not mind losing if I enjoy"), commitment (four items; e.g., "I accept and respect the rules of the games"), participation (e.g., "What matters in sport is participation, not competing"), (un)fair play (e.g., "I react to provocation"), and respect (e.g., "I show respect toward others"). The students were asked to rate their conduct during games using a 5-point Likert scale where 1 = <emph>never</emph> and 5 = <emph>always</emph>. All the dimensions demonstrated adequate validity and reliability (Table 2).</p> <hd id="AN0164611458-12">Self-Determination Index</hd> <p>The self-determination index (SDI; [<reflink idref="bib8" id="ref59">8</reflink>]), also known as relative autonomy index, a measure of motivational autonomy within the context of self-determination theory (SDT), was used. It has been widely used in PE and sport research ([<reflink idref="bib45" id="ref60">45</reflink>]; [<reflink idref="bib64" id="ref61">64</reflink>]). The index was calculated using the following formula through the Motivation in Physical Education Questionnaire in Primary Education ([<reflink idref="bib34" id="ref62">34</reflink>]). This tool contained 18 items distributed into five dimensions of the self-determination continuum and scored on a 5-point Likert scale: <emph>intrinsic motivation</emph>, <emph>identified regulation</emph>, <emph>introjected motivation</emph>, <emph>external regulation</emph>, and <emph>amotivation</emph>. <ephtml> <math overflow="scroll" xmlns="http://www.w3.org/1998/Math/MathML"><mrow><mo stretchy="false">(</mo><mn>2</mn><mo>×</mo><mtext>Intrinsic motivation</mtext><mo>+</mo><mtext>identified regulation</mtext><mo stretchy="false">)</mo><mo>−</mo><mo stretchy="false">(</mo><mtext>external regulation</mtext><mo /><mo>+</mo><mn>2</mn><mo>×</mo><mtext>amotivation</mtext><mo stretchy="false">)</mo><mo>.</mo></mrow></math> </ephtml> Positive results meant self-determined forms of motivation, whereas negative results represented extrinsic forms of motivation or amotivation.</p> <hd id="AN0164611458-13">Statistical Analysis</hd> <p>First, all data were entered into the statistical analysis software SPSS (version 26, IBM, USA) and were double checked for accuracy. Next, all the target dependent variables were screened for violation of statistical normality prior to inferential analysis ([<reflink idref="bib11" id="ref63">11</reflink>]). The results of the Shapiro–Wilk tests suggested that there was no strong evidence to reject the statistical hypothesis and that the sample followed a normal distribution, for example, <emph>W</emph>(<reflink idref="bib41" id="ref64">41</reflink>) = 0.956; <emph>p</emph> =.195. Then, descriptive analysis, including means and <emph>SD</emph>s, and Cronbach's alpha reliabilities were executed per course.</p> <p>To verify the proposed hypotheses, several inferential methods were conducted. On the one hand, a mixed factorial multivariate analysis of variance (MANOVA) test (also called repeated-measures MANOVA) was performed to analyze the effects of each factor (course and time) and the effect of each interaction of factors on the variables under study: cheating, cunning, enjoyment, commitment, participation, fair play, and respect. The mixed factorial MANOVA is a parametric procedure and several assumptions must be satisfied, including the variance–covariance matrices to be similar for the different examples (e.g., Box's <emph>M</emph> test) and sphericity. On the other hand, seven repeated-measures analyses of variance following the 4 × 3 (Course × Testing periods) model (Bonferroni-adjusted <emph>p</emph> <.050) were calculated for the aforementioned dependent variables. Interpretation of the eta-square (η<sups>2</sups>) was based on Lakens' categories ([<reflink idref="bib32" id="ref65">32</reflink>]). In addition, the means of the aforementioned variables were plotted to illustrate the location of the significance. On the other hand, intraclass correlation coefficients (ICCs) were calculated on all the pre-, mid-, and posttest dependent variables following the formulae proposed by [<reflink idref="bib42" id="ref66">42</reflink>], p. 362; included in the Supplementary Material [available online]). The ICC was used to analyze reliability within repeated evaluations or trials performed by the same sample of participants. To assess homogeneity, Levene's test for equality of variance was also calculated. To answer the second research question, Pearson moment–product correlational analysis was used to determine the associations between SDI and sportspersonship through the dependent variables. Finally, a power analysis was conducted via G*Power (Heinrich Heine University Düsseldorf; Germany), and the critical <emph>F</emph> value was 1.650 (power = 0.947).</p> <hd id="AN0164611458-14">Results</hd> <p>The means and <emph>SD</emph>s of the pre-, mid-, and posttests per course are shown in Table 2, including the reliability scores via Cronbach's alpha. Students presented low negative sporting values, for example, cheating, cunning, and (un)fair play, and they had high sportspersonship values (e.g., enjoyment, commitment, participation, and respect) at the end of the unit.</p> <p>To assess the effect of the repeated measures and the course (which is a between-subject factor), reducing potential errors and taking into consideration that the dependent variables may have been correlated, a mixed factorial MANOVA test was conducted. Both testing periods, Wilks' lambda (Λ) = 0.004; <emph>F</emph>(<reflink idref="bib14" id="ref67">14</reflink>, 24) = 399.696; <emph>p</emph> <.001; η<sups>2</sups> =.996—large effect, and courses, Wilks' Λ = 0.060; <emph>F</emph>(<reflink idref="bib21" id="ref68">21</reflink>, 89.5) = 7.082; <emph>p</emph> <.001; η<sups>2</sups> =.608—large effect, had a significant influence on the sportspersonship attitudes. In addition, a significant influence of the interaction of testing periods and courses was also observed, Wilks' Λ = 0.060; <emph>F</emph>(<reflink idref="bib42" id="ref69">42</reflink>, 71.96) = 2.707; <emph>p</emph> <.001; η<sups>2</sups> =.600—large effect. Table 3 shows that only one dependent variable (cheating) was not significant in the testing periods (<emph>p</emph> >.050).</p> <p>Table 3 Between- and Within-Subject Effects for Individual Dependent Variables</p> <p> <ephtml> <table><colgroup span="1"><col align="left" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /></colgroup><thead><tr><th rowspan="1" colspan="1" /><th colspan="3" rowspan="1">Course</th><th colspan="3" rowspan="1">Testing period (time)</th></tr><tr><th rowspan="1" colspan="1">Dependent variables</th><th rowspan="1" colspan="1"><italic>F</italic>(3, 37)</th><th rowspan="1" colspan="1"><italic>p</italic></th><th rowspan="1" colspan="1">η<sup>2</sup> effect size</th><th rowspan="1" colspan="1"><italic>F</italic>(3, 37)</th><th rowspan="1" colspan="1"><italic>p</italic></th><th rowspan="1" colspan="1">η<sup>2</sup> effect size</th></tr></thead><tbody><tr><td rowspan="1" colspan="1">Cheating</td><td rowspan="1" colspan="1">40.67</td><td rowspan="1" colspan="1"><.001</td><td rowspan="1" colspan="1">.76</td><td rowspan="1" colspan="1">0.47</td><td rowspan="1" colspan="1">.497</td><td rowspan="1" colspan="1">.01</td></tr><tr><td rowspan="1" colspan="1">Cunning</td><td rowspan="1" colspan="1">37.21</td><td rowspan="1" colspan="1"><.001</td><td rowspan="1" colspan="1">.75</td><td rowspan="1" colspan="1">61.21</td><td rowspan="1" colspan="1"><.001</td><td rowspan="1" colspan="1">.62</td></tr><tr><td rowspan="1" colspan="1">Enjoyment</td><td rowspan="1" colspan="1">35.43</td><td rowspan="1" colspan="1"><.001</td><td rowspan="1" colspan="1">.74</td><td rowspan="1" colspan="1">5.77</td><td rowspan="1" colspan="1">.021</td><td rowspan="1" colspan="1">.13</td></tr><tr><td rowspan="1" colspan="1">Commitment</td><td rowspan="1" colspan="1">27.50</td><td rowspan="1" colspan="1"><.001</td><td rowspan="1" colspan="1">.69</td><td rowspan="1" colspan="1">209.31</td><td rowspan="1" colspan="1"><.001</td><td rowspan="1" colspan="1">.85</td></tr><tr><td rowspan="1" colspan="1">Participation</td><td rowspan="1" colspan="1">23.93</td><td rowspan="1" colspan="1"><.001</td><td rowspan="1" colspan="1">.66</td><td rowspan="1" colspan="1">127.52</td><td rowspan="1" colspan="1"><.001</td><td rowspan="1" colspan="1">.77</td></tr><tr><td rowspan="1" colspan="1">Fair play</td><td rowspan="1" colspan="1">29.97</td><td rowspan="1" colspan="1"><.001</td><td rowspan="1" colspan="1">.70</td><td rowspan="1" colspan="1">169.85</td><td rowspan="1" colspan="1"><.001</td><td rowspan="1" colspan="1">.82</td></tr><tr><td rowspan="1" colspan="1">Respect</td><td rowspan="1" colspan="1">31.16</td><td rowspan="1" colspan="1"><.001</td><td rowspan="1" colspan="1">.71</td><td rowspan="1" colspan="1">110.3</td><td rowspan="1" colspan="1"><.001</td><td rowspan="1" colspan="1">.74</td></tr></tbody></table> </ephtml> </p> <p>To determine whether significant differences existed among courses and testing periods, 4 × 3 repeated-measures analyses of variance were conducted. Supplementary Table S3 (available online) provides results of the Levene's test for equality of variance. As <emph>p</emph> values were greater than.050, the null hypothesis (equality of variance) was not rejected. Results of the analyses of variance revealed significant interaction in all the variables. All multivariate tests suggested a rejection of the null hypothesis, meaning that both positive and negative sporting values were different in the population from which the samples were drawn, confirming the results observed in the mixed factorial MANOVA. Indeed, Wilks' Λ was statistically significant in all the dependent variables (<emph>p</emph> <.001). Next, Mauchly's test was conducted to evaluate the null hypothesis of sphericity across tests. There was enough evidence to suggest a violation of sphericity (<emph>p</emph> <.050) in some dependent variables. However, the Greenhouse–Geisser, a more conservative test that protects against the potential violation of sphericity ([<reflink idref="bib11" id="ref70">11</reflink>]), rejected the null hypothesis of equality of means between the three tests (ε > 0.050; <emph>p</emph> <.050). The within-subjects effects test revealed significant interaction for cunning, Wilks' Λ = 0.633, <emph>F</emph>(4.67, 57.70) = 4.048; <emph>p</emph> =.001; η<sups>2</sups> =.913—large effect, enjoyment, Wilks' Λ = 0.703, <emph>F</emph>(4.72, 58.26) = 3.717; <emph>p</emph> =.006; η<sups>2</sups> =.232—large effect, commitment, Wilks' Λ = 0.299; <emph>F</emph>(3.42, 42.19) = 23.667; <emph>p</emph> <.001; η<sups>2</sups> =.657—large effect, participation, Wilks' Λ = 0.408; <emph>F</emph>(5.06, 55.85) = 10.135; <emph>p</emph> <.001; η<sups>2</sups> =.451—large effect, (un)fair play, Wilks' Λ = 0.574; <emph>F</emph>(5.17, 63.85) = 2.858; <emph>p</emph> =.020; η<sups>2</sups> =.188—large effect, and respect, Wilks' Λ = 0.265; <emph>F</emph>(4.55, 56.18) = 25.856; <emph>p</emph> =.000; η<sups>2</sups> =.715—large effect, whereas cheating showed no significant interaction, Wilks' Λ = 0.820, <emph>F</emph>(3.99, 49.25) = 1.107; <emph>p</emph> =.364. These findings showed significant differences in the sportspersonship attitudes at the three periods of evaluation. Cunning and (un)fair play attitudes significantly decreased, whereas positive attitudes, such as enjoyment, commitment, participation, and respect, significantly improved from pre- to posttests. Nevertheless, cheating was the only value that remained relatively univariant throughout the intervention.</p> <p>In addition, pairwise comparisons revealed significant differences among courses (using the Bonferroni correction) at posttests. Figure 2 presents significant differences in all dependent variables between Years 3 and 5 (cheating: mean difference [MD] = −3.36, <emph>p</emph> <.001; cunning: MD = −3.03, <emph>p</emph> <.001; enjoyment: MD = −2.06, <emph>p</emph> <.001; commitment: MD = −1.16, <emph>p</emph> =.003; participation MD = −1.69, <emph>p</emph> <.001; [un]fair play: MD = −2.53, <emph>p</emph> <.001; respect: MD = −0.86, <emph>p</emph> =.022), Years 3 and 6 (cheating: MD = −5.78, <emph>p</emph> <.001; cunning: MD = −5.62, <emph>p</emph> <.001; enjoyment: MD = −2.45, <emph>p</emph> <.001; commitment: MD = −2.78, <emph>p</emph> <.001; participation MD = −2.69, <emph>p</emph> <.001; [un]fair play: MD = −4.41, <emph>p</emph> <.001; respect: MD = −2.24, <emph>p</emph> ≤.001), and Years 5 and 6 (cheating: MD = −2.42, <emph>p</emph> <.001; cunning: MD = −2.59, <emph>p</emph> <.001; enjoyment: MD = −1.00, <emph>p</emph> <.040; commitment: MD = −1.62, <emph>p</emph> <.001; participation MD = −1.02, <emph>p</emph> =.028; [un]fair play: MD = −1.87, <emph>p</emph> =.005; respect: MD = −1.37, <emph>p</emph> <.001). Similarly, significant MDs were found between Years 4 and 5 in all variables except commitment (MD = 0.667, <emph>p</emph> =.334). The seven lineal graphs of Figure 2 show the evolution of positive sporting attitudes and the decrease in cheating, cunning, and unfair play. No significant MDs were found between Years 3 and 4. As it can be also observed in Figure 2, the within-subjects contrast test revealed that a lineal trend appears slightly preferable over the quadratic one at cheating, cunning, enjoyment, and (un)fair play (<emph>p</emph> <.001).</p> <p>Graph: Figure 2 —Evolution of the dependent variables per grade.</p> <p>On the other hand, the ICCs showed a high level of agreement between the three evaluation periods (intrarelationship) on cunning. ICC =.913, moderate agreement on cheating and enjoyment, ICCs =.884 and.876, respectively, and acceptable agreement on commitment, participation, (un)fair play, and respect, ICCs =.700,.715,.789, and.725, respectively ([<reflink idref="bib31" id="ref71">31</reflink>]). In other words, these coefficients showed acceptable degree of rating. The difference of means at pre-, mid-, and posttest suggested that the intervention had a positive impact on the sportspersonship behaviors.</p> <p>Finally, Table 4 provides information on the associations between SDI and the rest of the dependent variables. In general, SDI was positively correlated with positive sporting values (enjoyment, commitment, participation, and respect), whereas significant and negative associations were observed with poor sporting values (cheating, cunning, and (un)fair play). On the other hand, negative values, such as cheating and (un)fair play, were positively correlated with neutral values, such as cunning. Moreover, the three aforementioned dimensions were negatively associated with positive values, such as enjoyment, commitment, participation, respect, and SDI.</p> <p>Table 4 Pearson Correlation Coefficients Among the Dependent Variables</p> <p> <ephtml> <table><colgroup span="1"><col align="left" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /><col align="center" span="1" /></colgroup><thead><tr><th rowspan="1" colspan="1" /><th rowspan="1" colspan="1">Cheating</th><th rowspan="1" colspan="1">Cunning</th><th rowspan="1" colspan="1">Enjoyment</th><th rowspan="1" colspan="1">Commitment</th><th rowspan="1" colspan="1">Participation</th><th rowspan="1" colspan="1">Fair play</th><th rowspan="1" colspan="1">Respect</th></tr></thead><tbody><tr><td rowspan="1" colspan="1">Cunning</td><td rowspan="1" colspan="1">.969**</td><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /></tr><tr><td rowspan="1" colspan="1">Enjoyment</td><td rowspan="1" colspan="1">−.321*</td><td rowspan="1" colspan="1">−.316*</td><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /></tr><tr><td rowspan="1" colspan="1">Commitment</td><td rowspan="1" colspan="1">−.469**</td><td rowspan="1" colspan="1">.477**</td><td rowspan="1" colspan="1">.051</td><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /></tr><tr><td rowspan="1" colspan="1">Participation</td><td rowspan="1" colspan="1">−.383*</td><td rowspan="1" colspan="1">−.398**</td><td rowspan="1" colspan="1">.339</td><td rowspan="1" colspan="1">.314*</td><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /></tr><tr><td rowspan="1" colspan="1">Fair play</td><td rowspan="1" colspan="1">.956**</td><td rowspan="1" colspan="1">.969**</td><td rowspan="1" colspan="1">−.301</td><td rowspan="1" colspan="1">−.433**</td><td rowspan="1" colspan="1">−.381**</td><td rowspan="1" colspan="1" /><td rowspan="1" colspan="1" /></tr><tr><td rowspan="1" colspan="1">Respect</td><td rowspan="1" colspan="1">−.714**</td><td rowspan="1" colspan="1">−.753**</td><td rowspan="1" colspan="1">.139</td><td rowspan="1" colspan="1">.653**</td><td rowspan="1" colspan="1">.317**</td><td rowspan="1" colspan="1">−.731**</td><td rowspan="1" colspan="1" /></tr><tr><td rowspan="1" colspan="1">Self-determination index</td><td rowspan="1" colspan="1">−.750**</td><td rowspan="1" colspan="1">−.782**</td><td rowspan="1" colspan="1">.584**</td><td rowspan="1" colspan="1">.336*</td><td rowspan="1" colspan="1">.421**</td><td rowspan="1" colspan="1">−.779**</td><td rowspan="1" colspan="1">.603**</td></tr></tbody></table> </ephtml> </p> <p>*<emph>p</emph> value <.050. **<emph>p</emph> value <.001.</p> <hd id="AN0164611458-15">Discussion</hd> <p>The main goal of this study was to evaluate the evolution of sportspersonship and positive sporting values throughout the implementation of one futsal-based learning unit using the CSAM among four primary PE grades. The results are in line with the investigation conducted by Sánchez-Alcaraz et al. ([<reflink idref="bib50" id="ref72">50</reflink>]) and Serrano-Duda et al. ([<reflink idref="bib52" id="ref73">52</reflink>]), showing a positive influence of this pedagogical approach on students' sporting attitudes. The second objective was to assess the associations between motivation and sportspersonship, and results showed that the latter was strongly connected to participants' self-determined motivation.</p> <p>The first hypothesis was that the CSAM will be an adequate pedagogical approach to promote sportspersonship as well as positive moral attitudes, and the results confirmed it. Prior to the beginning of the intervention program (baseline), students presented low levels of sportspersonship, including the largest scores on cheating, cunning, and (un)fair play and the lowest on enjoyment and respect. At midterm, there was a significant increase in the factors that contribute to a positive moral development, which are part of the sportspersonship concept ([<reflink idref="bib26" id="ref74">26</reflink>]), such as enjoyment, commitment, participation, and respect. Finally, at the end of the intervention program, students reached the highest levels on enjoyment and commitment. Conversely, cheating, cunning, and unfair play attitudes showed the lowest levels. This evolution indicates that this pedagogical approach can be an adequate strategy to reduce negative behaviors and promote positive sporting values while each student develops their sport competence in a safe and supportive environment that considers the individual and the context ([<reflink idref="bib28" id="ref75">28</reflink>]). This could be considered noteworthy because the positive change was observed after a few lessons and in a short period of time. However, more empirical evidence is needed in other settings to support this finding. In previous research, Boixadós et al. ([<reflink idref="bib1" id="ref76">1</reflink>]) observed that enjoyment was lower when there were cheating and/or unfair play behaviors. Similarly, Giray ([<reflink idref="bib14" id="ref77">14</reflink>]) observed lack of respect and poor sportspersonship in secondary education students due to fear of failure or losing the game. On the contrary, the presence of a supportive teacher was found to be a key factor to enhance sportspersonship attitudes among students ([<reflink idref="bib45" id="ref78">45</reflink>]). These data, alongside the present findings, confirm the idea that sport does not produce positive values by itself. It is necessary to use adequate pedagogical approaches (like the CSAM) or resources (supportive teachers) to promote positive sport competence, including sportspersonship. In the same vein, previous investigations reported that pedagogical models, such as sport education, can be considered effective approaches for PE contexts to promote sportspersonship as well as moral development ([<reflink idref="bib4" id="ref79">4</reflink>]; [<reflink idref="bib57" id="ref80">57</reflink>]). The present study extends this idea, including the emergent GbA CSAM. Nevertheless, as previously mentioned, more research is needed to confirm this idea.</p> <p>Before the intervention, the participating PE teacher had implemented short sport technique-based learning units, which could have produced the initial low sportspersonship values ([<reflink idref="bib7" id="ref81">7</reflink>]). Fortunately, the CSAM was able to modify the context and make a positive impact early (midtest) and keep the positive progression until the end (posttest). When Rocamora-Ortega et al. ([<reflink idref="bib48" id="ref82">48</reflink>]) compared sport technique-based versus sport education programs at primary PE, they concluded that friendship goals significantly improved more in the sport education group. In the same line, findings from this study indicated a decrease of negative and neutral sporting values as well as an increase of the positive ones at the middle of the intervention in the four grades. Although the present study did not include a control group, the results seem to indicate that the benefits of replacing traditional approaches with pedagogical models like CSAM, which include student-centered elements like roles (e.g., referees, coaches) or permanent groups ([<reflink idref="bib7" id="ref83">7</reflink>]), are effective methodologies to promote sportspersonship behaviors.</p> <p>According to Hassandra et al. ([<reflink idref="bib22" id="ref84">22</reflink>]), a significant increase in sportspersonship attitudes, fair play behaviors, and positive moral development (e.g., significant decrease of cunning) can be possible when the main goal of each session is clearly identified and the class climate is oriented to support the students' basic psychological needs of autonomy, competence, and relatedness. Recently, Gómez-Buendía et al. ([<reflink idref="bib16" id="ref85">16</reflink>]) found that the self-determined forms of motivation in PE are associated with fair play and sportspersonship attitudes. They observed that aggressive and unsportspersonlike conduct can thwart the internalization of the intrinsic forms of motivation. Sport technique-based units could be perceived by students as a place to play real matches without any kind of modification (reproducing adult games). In addition, the main pedagogical objective in these traditional progams is to execute, practice, and play in decontextualized (non-adapted) activities ([<reflink idref="bib27" id="ref86">27</reflink>]). Pedagogical models replace the isolated, monotonous skill practice to, luckily, reproduce it later in a match, with a focus on student development. The CSAM's main goal is to develop cognitive, physical, and socially intelligent players in a variety of game situations and contexts ([<reflink idref="bib18" id="ref87">18</reflink>]). Therefore, the "win orientation" is changed to a "play and learn orientation." During the intervention program, students focused on achieving both personal and team objectives in each session. Students from the same group or team helped teammates achieve their personal objectives, probably satisfying their basic psychological needs of autonomy, competence, and relatedness ([<reflink idref="bib49" id="ref88">49</reflink>]). Of course, this is highly speculative at this time, and more research is needed. In the same line, previous research showed that sportspersonship and fair play attitudes are inherently associated with the context, the rules, and individuals' social responsibility ([<reflink idref="bib9" id="ref89">9</reflink>]). Traditionally, both sportspersonship and moral development were normally imposed by external rules (e.g., shake hands with the opponent, respect the officials' decisions; [<reflink idref="bib35" id="ref90">35</reflink>]). However, contexts can reinforce positive sporting behaviors not only with imposed rules or recommendations but also with other strategies within games that promote those values and responsibilities. For instance, Hassandra et al. ([<reflink idref="bib22" id="ref91">22</reflink>]) assessed the effectiveness of a program to promote fair play behaviors, including strategies such as the demonstration of desirable behaviors, positive reinforcement (verbal or symbolic rewards), or fair play points. Likewise, in the CSAM implementation, similar strategies were used, including an increase of personal and social responsibility (e.g., peer teaching). In line with Smith et al. ([<reflink idref="bib56" id="ref92">56</reflink>]), the findings from the present study indicate that autonomous, but supervised, environments promote better sportspersonship behaviors than imposing external rules, increasing the levels of participation and respect.</p> <p>Results from the present study also indicated that significant differences were present not only at the three different times of the intervention but also among grades. Students in Years 3 and 4 obtained the lowest scores in the sportspersonship variables. Previous research ([<reflink idref="bib2" id="ref93">2</reflink>]) linked these results with the developing brains of the students on skills like information processing capacity or the ability to identify unethical behaviors. Certainly, students' biological and psychosocial maturation is a key issue in education. Gronek et al. ([<reflink idref="bib20" id="ref94">20</reflink>]) discussed that the hypothalamus and the periaqueductal gray of the midbrain are the areas that control individuals' behavior. The high scores of unsportspersonship values in the lower grades may indicate a lower maturation degree in these students, which can produce more offensive behaviors and, consequently, negative sporting attitudes. For this reason, differences between groups could be derived from the students' psychobiological evolution of moral development. Again, this is highly speculative at this time, and more studies are needed.</p> <p>The second hypothesis was that sportspersonship behaviors and fair play values will be positively associated with the most self-determined types of motivation, and consequently, negative values, such as cheating or unfair play, will show negative connections; results confirmed both ideas. These relationships have been previously assessed in sport and PE contexts. Hassandra et al. ([<reflink idref="bib22" id="ref95">22</reflink>]) found that fair play was strongly associated with higher levels of intrinsic motivation (the most self-determined type of motivation). Regarding pedagogical models, Merino-Barrero et al. ([<reflink idref="bib38" id="ref96">38</reflink>]) observed that a teaching for personal and social responsibility program significantly contributed both to students' self-determined motivation and to positive sporting values. In addition, Núñez et al. ([<reflink idref="bib41" id="ref97">41</reflink>]) observed that sportspersonship was also influenced by social relationships. Although more empirical evidence is needed in terms of CSAM and sportspersonship, the present findings suggest that the structure of the model (fair and equitable forms of practice) seems to favor both self-determined motivation and interpersonal relationships as high scores of SDI were strongly associated with sportsmanship attitudes. In the same line, Gómez-Buendía et al. ([<reflink idref="bib16" id="ref98">16</reflink>]) concluded that a hybrid version of sport education and teaching games for understanding can promote enjoyment among students, who also tend to display more sporting attitudes. Ryan and Deci ([<reflink idref="bib49" id="ref99">49</reflink>]) believed that certain elements such as negative feedback or excessive difficulty (which can be promoted in futsal matches) can thwart the most self-determined forms of motivation, and the results from the present study support this idea. Indeed, the figure of a supportive teacher plays an important role in the internalization of values (e.g., self-determined forms of motivation), which is described in the Supplementary Material (available online). Moreover, results also indicated that other motivational limitations were the unsporting attitudes and the predisposition to cheat as they were negatively linked to SDI. In this same line, Hassandra et al. ([<reflink idref="bib22" id="ref100">22</reflink>]) found that enjoyment is significantly lower when there are unfair advantages during activities and games. For this reason, certain modifications need to be adopted when pedagogical models are implemented as this methodology, by itself, does not promote autonomous forms of motivation or sporting behaviors. The CSAM, which aims to create a confident and inclusive environment for each player to perceive a positive evolution in sports competence in the game forms, seems to have the needed ingredients to promote students' autonomous motivation. Bronikowska et al. ([<reflink idref="bib2" id="ref101">2</reflink>]) observed that participation in competitive settings or sport technique-based programs may cause unfair behaviors. For this reason, Siedentop et al. ([<reflink idref="bib53" id="ref102">53</reflink>]) claimed that it is necessary to eliminate those negative components of sport, replacing them with educative values and positive outcomes using frameworks like the CSAM.</p> <p>The present study is not without limitations. First, the sample size could be considered limited. Therefore, the generalization of results to other populations is difficult. More students in other schools and/or regions should be assessed to confirm the findings of the present pilot study. The second limitation is the absence of a control group with which to compare the results. Undoubtedly, this is important to be able to draw stronger conclusions. On the one hand, Mardsen and Torgerson ([<reflink idref="bib36" id="ref103">36</reflink>]) considered that preexperimental designs may be a relevant method to obtain preliminary research data, particularly when the intervention is an innovative and emergent framework (e.g., CSAM is not yet a consolidated pedagogical model). On the other hand, ethical issues arise when a group of students benefits from an "a priori" better methodological approach, whereas others do not ([<reflink idref="bib13" id="ref104">13</reflink>]). The third limitation deals with the quantitative approach of the study. Authors such as Hemphill et al. ([<reflink idref="bib24" id="ref105">24</reflink>]) indicate that qualitative analysis through interviews or focus groups is convenient to assess sportspersonship. Finally, the present research only assessed the motivational outcomes after the intervention program. Further longitudinal studies should analyze both motivation and sportspersonship attitudes throughout the intervention. The present study calls for further inquiry on sportspersonship in PE contexts and pedagogical models. More research is necessary to understand the directionality, causality, and mechanisms involved. Indeed, more advanced research designs (e.g., longitudinal or experimental with mixed methods) and different comparisons between models and/or specific strategies can assist in addressing the limitations of this study.</p> <hd id="AN0164611458-16">Conclusion</hd> <p>This study is one of the first to examine sportspersonship using the CSAM, an emergent GcA/GbA that aims to develop sport competence through fair and equitable forms of practice. During the intervention program, negative sporting attitudes, such as predisposition to cheat or to play unfairly, significantly decreased, whereas positive values, such as enjoyment, commitment, participation, and respect, significantly increased. More importantly, this happened early in the program (midtests). This indicates that pedagogical models can be an adequate framework to substitute traditional practices, such as sport technique-based units, to promote a holistic student development ([<reflink idref="bib7" id="ref106">7</reflink>]). Results from the present study also showed that sportspersonship attitudes were positively associated with self-determined forms of motivation. Previous research has showed that pedagogical models can promote students' self-determined motivation and positive sporting behaviors ([<reflink idref="bib16" id="ref107">16</reflink>]). However, the pedagogical framework must be adequately contextualized to meet each student's needs and levels. The promotion of those important attitudes, alongside the development of sport competence, will only be possible if there is a supportive climate in PE classes ([<reflink idref="bib49" id="ref108">49</reflink>]). Moreover, if sportspersonship values are developed and consolidated in the first stages of life within a safe and contextualized climate that promotes inclusion and equality ([<reflink idref="bib28" id="ref109">28</reflink>]), they will likely be observed in other settings (e.g., physical activity and/or sport).</p> <p>González-Víllora (sixto.gonzalez@uclm.es) is corresponding author, https://orcid.org/0000-0003-2473-5223</p> <aug> <p>By Manuel Jacob Sierra-Díaz; Sixto González-Víllora and Javier Fernandez-Rio</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib4" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib3" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib19" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib60" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib62" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib43" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib40" firstref="ref7"></nolink> <nolink nlid="nl8" bibid="bib58" firstref="ref8"></nolink> <nolink nlid="nl9" bibid="bib28" firstref="ref9"></nolink> <nolink nlid="nl10" bibid="bib25" firstref="ref10"></nolink> <nolink nlid="nl11" bibid="bib66" firstref="ref11"></nolink> <nolink nlid="nl12" bibid="bib44" firstref="ref12"></nolink> <nolink nlid="nl13" bibid="bib59" firstref="ref13"></nolink> <nolink nlid="nl14" bibid="bib10" firstref="ref14"></nolink> <nolink nlid="nl15" bibid="bib54" firstref="ref15"></nolink> <nolink nlid="nl16" bibid="bib15" firstref="ref16"></nolink> <nolink nlid="nl17" bibid="bib55" firstref="ref17"></nolink> <nolink nlid="nl18" bibid="bib22" firstref="ref18"></nolink> <nolink nlid="nl19" bibid="bib65" firstref="ref20"></nolink> <nolink nlid="nl20" bibid="bib26" firstref="ref21"></nolink> <nolink nlid="nl21" bibid="bib39" firstref="ref22"></nolink> <nolink nlid="nl22" bibid="bib46" firstref="ref25"></nolink> <nolink nlid="nl23" bibid="bib33" firstref="ref26"></nolink> <nolink nlid="nl24" bibid="bib47" firstref="ref28"></nolink> <nolink nlid="nl25" bibid="bib45" firstref="ref29"></nolink> <nolink nlid="nl26" bibid="bib30" firstref="ref30"></nolink> <nolink nlid="nl27" bibid="bib61" firstref="ref31"></nolink> <nolink nlid="nl28" bibid="bib29" firstref="ref32"></nolink> <nolink nlid="nl29" bibid="bib53" firstref="ref33"></nolink> <nolink nlid="nl30" bibid="bib17" firstref="ref34"></nolink> <nolink nlid="nl31" bibid="bib7" firstref="ref35"></nolink> <nolink nlid="nl32" bibid="bib18" firstref="ref37"></nolink> <nolink nlid="nl33" bibid="bib27" firstref="ref42"></nolink> <nolink nlid="nl34" bibid="bib21" firstref="ref45"></nolink> <nolink nlid="nl35" bibid="bib38" firstref="ref46"></nolink> <nolink nlid="nl36" bibid="bib5" firstref="ref47"></nolink> <nolink nlid="nl37" bibid="bib51" firstref="ref48"></nolink> <nolink nlid="nl38" bibid="bib67" firstref="ref49"></nolink> <nolink nlid="nl39" bibid="bib12" firstref="ref50"></nolink> <nolink nlid="nl40" bibid="bib49" firstref="ref52"></nolink> <nolink nlid="nl41" bibid="bib14" firstref="ref53"></nolink> <nolink nlid="nl42" bibid="bib23" firstref="ref54"></nolink> <nolink nlid="nl43" bibid="bib63" firstref="ref55"></nolink> <nolink nlid="nl44" bibid="bib37" firstref="ref56"></nolink> <nolink nlid="nl45" bibid="bib8" firstref="ref59"></nolink> <nolink nlid="nl46" bibid="bib64" firstref="ref61"></nolink> <nolink nlid="nl47" bibid="bib34" firstref="ref62"></nolink> <nolink nlid="nl48" bibid="bib11" firstref="ref63"></nolink> <nolink nlid="nl49" bibid="bib41" firstref="ref64"></nolink> <nolink nlid="nl50" bibid="bib32" firstref="ref65"></nolink> <nolink nlid="nl51" bibid="bib42" firstref="ref66"></nolink> <nolink nlid="nl52" bibid="bib31" firstref="ref71"></nolink> <nolink nlid="nl53" bibid="bib50" firstref="ref72"></nolink> <nolink nlid="nl54" bibid="bib52" firstref="ref73"></nolink> <nolink nlid="nl55" bibid="bib1" firstref="ref76"></nolink> <nolink nlid="nl56" bibid="bib57" firstref="ref80"></nolink> <nolink nlid="nl57" bibid="bib48" firstref="ref82"></nolink> <nolink nlid="nl58" bibid="bib16" firstref="ref85"></nolink> <nolink nlid="nl59" bibid="bib9" firstref="ref89"></nolink> <nolink nlid="nl60" bibid="bib35" firstref="ref90"></nolink> <nolink nlid="nl61" bibid="bib56" firstref="ref92"></nolink> <nolink nlid="nl62" bibid="bib2" firstref="ref93"></nolink> <nolink nlid="nl63" bibid="bib20" firstref="ref94"></nolink> <nolink nlid="nl64" bibid="bib36" firstref="ref103"></nolink> <nolink nlid="nl65" bibid="bib13" firstref="ref104"></nolink> <nolink nlid="nl66" bibid="bib24" firstref="ref105"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1396960
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Sportspersonship under Review: An Examination of Fair Play Attitudes through the Contextualized Sport Alphabetization Model in Primary Physical Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sierra-Díaz%2C+Manuel+Jacob%22">Sierra-Díaz, Manuel Jacob</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1098-4870">0000-0002-1098-4870</externalLink>)<br /><searchLink fieldCode="AR" term="%22González-Víllora%2C+Sixto%22">González-Víllora, Sixto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2473-5223">0000-0003-2473-5223</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fernandez-Rio%2C+Javier%22">Fernandez-Rio, Javier</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1368-3723">0000-0002-1368-3723</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+in+Physical+Education%22"><i>Journal of Teaching in Physical Education</i></searchLink>. 2023 42(3):430-441.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Team+Sports%22">Team Sports</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Cheating%22">Cheating</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1123/jtpe.2021-0301
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0273-5024<br />1543-2769
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The goal was twofold: (a) to analyze the evolution of sportspersonship attitudes and negative values along a learning unit using the contextualized sport alphabetization model and (b) to determine the associations between sportspersonship and self-determined motivation. Method: The study followed a preexperimental, cross-sectional design with pre-, mid-, and posttesting. Forty-one primary education students (10.17 ± 1.13 years) participated in a futsal-based unit using the contextualized sport alphabetization model. Data were analyzed through a set of Grade (4) × Time (3) repeated-measures analysis of variances. In addition, Pearson moment-product correlational analysis was conducted to observe any possible associations between sportspersonship and motivation. Results: Findings showed a positive significant evolution, as well as a positive relationship, between sportspersonship and self-determined motivation. Results also showed significant differences among grades. Discussion/Conclusion: This study provides empirical support for the implementation of the contextualized sport alphabetization model, encompassed within a learner-centered teaching practice, to promote positive values among students in physical education.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1396960
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1396960
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1123/jtpe.2021-0301
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 430
    Subjects:
      – SubjectFull: Ethics
        Type: general
      – SubjectFull: Physical Education
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Self Determination
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Team Sports
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Cheating
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Spain
        Type: general
    Titles:
      – TitleFull: Sportspersonship under Review: An Examination of Fair Play Attitudes through the Contextualized Sport Alphabetization Model in Primary Physical Education
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Sierra-Díaz, Manuel Jacob
      – PersonEntity:
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            NameFull: González-Víllora, Sixto
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            NameFull: Fernandez-Rio, Javier
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0273-5024
            – Type: issn-electronic
              Value: 1543-2769
          Numbering:
            – Type: volume
              Value: 42
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              Value: 3
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            – TitleFull: Journal of Teaching in Physical Education
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