title: Girls' soccer performance and motivation: games vs technique approach.
abstract: The purpose of this study was to investigate the effects of the Technique and Games approaches on girls' soccer performance and motivation. The Technique approach focuses on technique instruction using drills, whereas the Games approach places emphasis on tactic instruction with modified games. 37 girls, 12 to 13 years old, were taught 15 soccer lessons by the Technique approach and 35 girls by the Games approach. At the beginning and at the end of the research soccer matches were videotaped and evaluated by Oslin, Mitchell, and Griffin's Game Performance Assessment Instrument. Girls' motivation was assessed on the Intrinsic Motivation Inventory. The Games group had significantly better scores after training on tactical behaviour and intrinsic motivation than the Technique group. There were no significant differences in skill execution between groups trained under the two approaches. Considering the importance of intrinsic motivation for a lifelong, physically active lifestyle, researchers could focus study on the approaches and girls' motivation.
authors.affiliation: Department of Physical Education and Sport Science, Aristotle University, 54124 Thessaloniki, Greece. chatzop@phed.auth.gr
authors.forename: Dimitris
authors.initials: D
authors.lastname: Chatzopoulos
authors.forename: Amalia
authors.initials: A
authors.lastname: Drakou
authors.forename: Marina
authors.initials: M
authors.lastname: Kotzamanidou
authors.forename: Haralambos
authors.initials: H
authors.lastname: Tsorbatzoudis
mesh_terms: D000293:Adolescent; D002648:Child; D005260:Female; D006115:Greece; D006801:Humans; D009042:Motivation; D009048:Motor Skills; D011597:Psychomotor Performance; D012737:Sex Factors; D012916:Soccer / Q000193:education* / Q000523:psychology