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. 2024 Oct 30;11(11):1319.
doi: 10.3390/children11111319.

Relationship Between Multi-Teaching Styles and Didactics Effectiveness on Rugby Instructors and Minirugby Players

Marta Rigon  1   2 , Gabriele Signorini  2 , Raffaele Scurati  2 , Athos Trecroci  2 , Dario Colella  3 , Damiano Formenti  4 , Giampiero Merati  4 , Domenico Cherubini  1 , Pietro Luigi Invernizzi  2
Affiliations

Relationship Between Multi-Teaching Styles and Didactics Effectiveness on Rugby Instructors and Minirugby Players

Marta Rigon et al. Children (Basel). .

Abstract

Background/objectives: The concept of educational systems thinking shows the rugby educational system as a network of multiple interactive and interconnected elements. However, the frameworks presented in the literature for developing sports practice through an educational vision and multisport engagement do not always have direct transferability to instructors' training courses. The study aims to evaluate the correlation between rugby instructors' methodological and didactical competencies and compare them with children's motor competence and psychological aspects.

Methods: Two hundred twenty children (9.6 ± 1.1 years) and 50 instructors (39.0 ± 13.6 years) were enrolled. Instructors' competencies were investigated during the internship through evaluation sheets, questionnaires, and video analysis. Children's motor competence and psychological aspects were investigated through motor tests, questionnaires, and video analysis.

Results: The correlation between methodological competencies and didactical-communicative competencies showed a positive significance, especially regarding production styles. Motor competence and play skills in children showed poor results. The group of instructors with more methodological competencies (a greater number of teaching styles used) showed a strong correlation between motor competence and psychological aspects.

Conclusions: For successful teaching, knowledge of specific technical skills is not enough, and it is important to consider all the factors (in particular, the teaching-communicative and methodological skills) that contribute most to instructors' skills.

Keywords: competent instructor; didactical success; instructor’s empathy; sport education; systems thinking; teaching styles.

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Conflict of interest statement

The authors declare no conflicts of interest.

Figures

Figure 1
Figure 1
A vision of the youth sports practice aimed at educational and sporting success [14,16,23,26,27,29,35].
Figure 2
Figure 2
IESPES results. The red dashed line represents the minimum teaching competence score. Difference with “verbal communication”: * = p < 0.05.
Figure 3
Figure 3
Results of the self-reported teaching styles questionnaire. The red dashed line represents the value referred to as the “here and there” descriptor and was interpreted as the minimum arbitrary value (set at 60% of the total score) to consider a teaching style sufficiently used during training. Letters indicate a significant difference with the respective teaching style (p < 0.05).
Figure 4
Figure 4
Results of IFITS analysis. Different than practice: * = p < 0.05. Different than management: # = p < 0.05.
Figure 5
Figure 5
Results of SOFIT players activity (a), instructors interactions (b), and lesson content (c). Panel (a): different than lay: * = p < 0.05; different than sitting: # = p < 0.05. Panel (b): significant difference: * = p < 0.05. Panel (c): significant difference: * = p < 0.05.
Figure 6
Figure 6
Instructors’ empathy descriptive results. The red dashed line represents the cut-off line of low (<60%) or high (>60%) empathy. * = significant difference (p < 0.05).
Figure 7
Figure 7
Instructors’ self-control descriptive results. The red dashed line represents the cut-off line of low (<60%) or high (>60%) self-control. Letters indicate significant difference with the respective self-control scale (p < 0.05).
Figure 8
Figure 8
Results of KTK analysis. Significantly different than translocations: $ = p < 0.05; significantly different than side jumps: # = p < 0.05; significantly different than single leg jump: * = p < 0.05. Red dashed lines represent the coordination normality range between 85 and 115 au. MQ = motor quotient.
Figure 9
Figure 9
GPAI results. The red dashed line represents 50% of the total decision and execution performed. * = p < 0.05. Appropriate (DM and SU) = % of appropriate choices on the total choices (summing decision-making choices and teammate support) determined by the team; efficient skill execution = % of efficient skills execution on the total of the skills executed during the video recording; performance = % of success related to the efficient execution of the appropriate choice made by children [59].
Figure 10
Figure 10
Correlation graph between IESPES scores and the number of teaching styles prevalently used. IESPES scores: total score (a), didactics (b), communication (c), motivation and personal competence (d).
Figure 11
Figure 11
Correlation graph between IESPES scores and the number of reproductive teaching styles prevalently used. IESPES scores: total score (a), didactics (b), communication (c), motivation, and personal competence (d).
Figure 12
Figure 12
Correlation graph between IESPES scores and the number of productive teaching styles prevalently used. IESPES scores: total score (a), didactics (b), communication (c), and motivation and personal competence (d).
Figure 13
Figure 13
Correlation graphs between KTK and PACES (a), KTK and PSES (b), KTK and PAQ-C (c), PACES and PSES (d), PACES and PAQ-C (e), and PSES and PAQ-C (f). The sample considered is children with multi-teaching trainers.
Figure 14
Figure 14
Correlation graphs between KTK and PACES (a), KTK and PSES (b), KTK and PAQ-C (c), PACES and PSES (d), PACES and PAQ-C (e), and PSES and PAQ-C (f). The sample considered is children with non-multi-teaching trainers.
Figure 15
Figure 15
Summary table of the relationship between the emerging learning skills of this study.
See this image and copyright information in PMC

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