In this chapter, we deal with issues that are relevant to educational processes where the cultivation of game performance is a primary or parallel goal. Developmental tendencies in sport games focus not only on the content of the training process, its rationalization and optimization, but also on the content of teaching sport games, which recently have significantly influenced the preparation and preparedness of players and pupils in school physical education and in training process too. Didactic process in sport games is understood as a system of interactions (mutual relationships and mutual influence) among the main subsystems: pupils or players, teacher or coach, content and conditions with the intention to cultivate the game performance of individuals or team. Tactics, generally refers to a player’s system of acting, system of various alternatives of decision-making responses, which allows in a time-bounded concept of a goal realize player’s conduct and team’s conduct within the short-term relation. Chapter provides the comparison of traditional approach and approach of teaching games for understanding. Teaching tactics in physical education and training process is very important part of educational process and the motivation for learning is an integral part of whole activity.
Part of the book: Sport Pedagogy
Sport is a social phenomenon. The positive influence of sport helps improve the quality of life of a person. Subjective dimensions of quality of life can be perceived as person’s individual perception of his/her life experience with all the influences he/she encounters and how they affect him or her. The aim of this chapter will be to broaden the knowledge with regards to effects of sport on subjective dimensions of quality of life. 196 (sport active) and 149 (sport inactive) adolescents were the research sample for questionnaire research (Q-LES-Q , SWLS). Two subjective dimensions of quality of life gave evidence that sporting activity positively influenced the perception of dimension of quality of life enjoyment and satisfaction and the dimension of global satisfaction with life among adolescents. Sport active boys are statistically significantly more satisfied with the domain quality of life enjoyment and satisfaction in comparison to sport inactive boys (p = 0.027). No statistical difference was found in domain quality of life enjoyment and satisfaction between sport active girls and sport inactive girls. In the global satisfaction with life we found out the statistical difference between sport active boys and sport inactive boys (p < 0.001) and sport active girls and sport inactive girls (p = 0.026).
Part of the book: Quality of Life: Biopsychosocial perspectives