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Mixing or separating students by sex during PE classes?

2015-12Journal article Open access
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dc.contributor.authorPereira, A
dc.contributor.authorCosta, A. M.
dc.contributor.authorJoão, P. V.
dc.contributor.authorEspada, Mário
dc.contributor.authorDuarte, R.
dc.date.accessioned2018-04-27T12:47:45Z
dc.date.available2018-04-27T12:47:45Z
dc.date.issued2015-12
dc.description.abstractThe aim of this study was to examine the influence of mixing and separating students by sex in the game performance, as heart rate (HR) demands and rate of perceived exertion (RPE) during 3-a-side small-sided soccer games (SSGs) performed in the context of Physical Education (PE) classes. Twelve students (6 male of 15.33±0.8 years; 1.77±0.10 m; 67.0±4.2 Kg; 21.50±2.5 Kg.m², and; 6 female of 15.00±0.0 years; 1.61±0.01 m; 53.8±9.1 Kg; 19.9±2.3 Kg.m2) performed the SSGs in two conditions: i) separated by sex and ii) mixed-sex. From single-sex to coeducation conditions results showed significant increases in female RPE and HR (14 to 16.1 and 142 to 163, respectively), but a decrease in the number of wrong passes, goals and shooting accuracy (p < 0.05: 80.5 to 15.2; 3.8 to 1.9 and 1.0 to 0.4, respectively). In the male group, only a single significant increase occurred in the total number of passes between the corresponding two conditions (p = 0.023: 12.5 to 14.1). When comparing the two gender groups in the mixed condition, we registered significantly higher values of the total number of passes and number of wrong passes in males than in females (74%), while the RPE was higher in females (p < 0.05). On the contrary, no significant differences between groups were observed in the separated conditions. These findings suggest a trend toward an increase in the perceived exercise intensity, not completely corroborated by HR data, with less technical proficiency for female students, mainly when playing against their male counterparts. PE teachers should be aware that mixing gender during foot-ball related activities may have a negative impact on female performance, which may impact their motivation and skill acquisition.en
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationPereira, A.; Costa, A. M.; João, P. V.; Espada, M. & Duarte, R. (2015). Mixing or separating students by sex during PE classes? Evidence from 3-a-side soccer games. Journal of Physical Education and Sport, 15 (4), 788-792.en
dc.identifier.issn2247-806X
dc.identifier.urihttp://hdl.handle.net/10400.26/22607
dc.language.isoengen
dc.peerreviewedyesen
dc.publisherUniversity of Pitestien
dc.relation.publisherversionhttp://efsupit.ro/images/stories/nr4.2015/Art120.pdfpt_PT
dc.subjectPhysical educationen
dc.subjectCoeducationen
dc.subjectPerceived exertionen
dc.subjectTechnical proficiencyen
dc.subjectHeart rateen
dc.subjectFoot-ballen
dc.titleMixing or separating students by sex during PE classes?en
dc.title.alternativeEvidence from 3-a-side soccer gamesen
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage792pt_PT
oaire.citation.startPage788pt_PT
oaire.citation.titleJournal of Physical Educaton and Sporten
oaire.citation.volume15, n. 4pt_PT
person.familyNameFátima
person.familyNameEspada
person.givenNameAna
person.givenNameMário
person.identifierAAV-4731-2021
person.identifier.ciencia-id4C1E-4A90-1813
person.identifier.ciencia-id9B1E-534A-F8CB
person.identifier.orcid0000-0002-4524-4784
person.identifier.scopus-author-id57226112719
rcaap.rightsopenAccessen
rcaap.typearticleen
relation.isAuthorOfPublication6691e41b-4ba4-403c-b8b4-355629b1c84a
relation.isAuthorOfPublicationa1687ea2-bab6-482f-b67a-4bbaeed54be2
relation.isAuthorOfPublication.latestForDiscoverya1687ea2-bab6-482f-b67a-4bbaeed54be2

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