Psychometric Validation of the Tactical Assessment Instrument in Football for Use in Physical Education and with Youth Sport Teams.

Recently, the Tactical Assessment Instrument in Football (TAIS) was developed to address football's tactical requirements in terms of game phases, learners' roles, and organizational levels of play. In this study, we sought to evaluate the psychometric properties of this existing instrument in the Physical Education (PE) context and for youth sport teams (ages 8-12 years). Our research design involved: (a) participants playing 37 football games, (b) assessing participants via observation with the TAIS and (c) conducting psychometric analysis on the obtained assessment data. For the psychometric analysis, we carried out our work in four phases: (a) a statistical analysis of the evaluation criteria, (b) analysis of the instrument's structural dimensions, (c) internal item reliability analysis, and (d) provision of evidence for external validity. Participants were 592 children (156 girls, 436 boys; ages 8-12 years) from 74 PE classes or sport teams (from three institutional contexts - schools, community-based sports, and sports clubs) in Spain. We selected 12 tactical criteria and grouped them into four theoretical dimensions (appropriate attack, inappropriate attack, appropriate defense, inappropriate defense) to confirm the instrument's structural dimensions. The Cronbach alpha and Omega McDonald coefficients were greater than .70. The TAIS discriminated between participants from the three institutional contexts, offering evidence of the instrument's external validity. Thus, the TAIS now has sufficient psychometric support for assessing learning of football tactics in PE and youth sport teams. This instrument facilitates an ecological assessment of youth players' understanding of football tactics through four theoretical tactical dimensions and 12 criteria involving information about four learners' roles (both attack and defense, on- and off-the-ball) and three organizational tactical levels of play (whole team, small groups of learners, and individual learners).

O ensino de lutas/artes marciais como uma prática de educação libertadora: entremeando círculos de cultura, situações-problema e jogos / The teaching of fights/martial arts as a liberating education practice: interspersing crop circles, situational issues, and games / La enseñanza de lucha/artes marciales como práctica de educación liberadora: intercalando círculos en las cosechas, problemas situacionales y juegos

RESUMO A inserção das Lutas/Artes Marciais no campo escolar tem sido tema frequente no campo da Educação Física. As obras de Paulo Freire emergem como possibilidade para atuação pedagógica nesse tema. Realizou-se uma pesquisa-formação qualitativa, com observação, análise e reflexão sobre a experiência com três turmas de Ensino Médio de uma escola pública do município de Lavras (Brasil), somando-se 44 horas/aula. Recorreu-se a um diário de bordo para registro. Os resultados apontaram para uma vasta bagagem cultural dos estudantes sobre o assunto. Concluiu-se que o ensino de práticas como essa, numa perspectiva de educação libertadora, pode contribuir com a formação de sujeitos autônomos, com visões ampliadas de mundo.

ABSTRACT The insertion of Fights/Martial Arts in the school field has been a frequent theme in the field of Physical Education. Paulo Freire's works emerge as a possibility for pedagogical action in this theme. A qualitative research was carried out, with observation, analysis and reflection on the experience with three high school classes from a public school in the municipality of Lavras (Brazil), adding up to 44 hours/class. A logbook was used for recording. The results pointed to a vast cultural baggage of students on the subject. It was concluded that the teaching of practices like this, in a perspective of liberating education, can contribute to the formation of autonomous subjects, with expanded views of the world.

RESUMEN La inserción de las Luchas/Artes Marciales en el ámbito escolar ha sido un tema frecuente en el campo de la Educación Física. Las obras de Paulo Freire emergen como una posibilidad de acción pedagógica en esta temática. Se realizó una investigación cualitativa, con observación, análisis y reflexión sobre la experiencia con tres clases de secundaria de una escuela pública del municipio de Lavras (Brasil), sumando 44 horas/clase. Para el registro se utilizó un cuaderno de bitácora. Los resultados apuntaron a un vasto bagaje cultural de los estudiantes sobre el tema. Se concluyó que la enseñanza de prácticas como ésta, en una perspectiva de educación liberadora, puede contribuir a la formación de sujetos autónomos, con visiones ampliadas del mundo.

Pedagogia do esporte e a Educação Física escolar: possibilidades entre o teaching games for undestanding (TGfU) e o minivoleibol / Sport pedagogy and schollar Physical Education: possibilities between teaching games for understanding (TGfU) and mini volleyball / Pedagogía del deporte y Educación Física escolar: posibilidades entre los juegos didácticos para la comprensión (TGfU) y el mini voleibol

Este texto apresenta reflexões e duas sugestões de aulas sobre o minivoleibol com a utilização do Teaching Games for Understanding, juntamente com as lentes da Pedagogia do Esporte. Consideramos que, por via das mudanças curriculares e que vão em direção ao ensino técnico dos esportes, este trabalho traz ideias de utilização do TGfU para os professores de Educação Física no âmbito escolar, na direção de ampliar os conhecimentos pedagógicos. Observamos que, em cenários que o TGfU foi operado, houve mudança significativa e positiva à aprendizagem dos estudantes. Por fim, as estratégias quanto ao uso do minivoleibol e sua operacionalização devem ser repensados em todos os contextos que estão inclusos pois é evidenciado a melhora no desempenho tático e cognitivo dos participantes.

This text presents reflections and two lesson suggestions about mini volleyball using Teaching Games for Understanding, through the lens of Sport Pedagogy. We consider through curricular changes that move towards technical sports education, this work brings ideas and the use of TGfU to Physical Education teachers in school, in the direction of expanding pedagogical knowledge. We observed that, in scenarios where TGfU was operated, there was a significant and positive change in student learning. Finally, the strategies for the mini volleyball and this operationalization should be reconsidered in all the contexts included, because it is evidence of the tactical and cognitive development.

Este texto presenta reflexiones y dos sugerencias de lecciones sobre mini voleibol utilizando Juegos de Enseñanza para la Comprensión, a través del lente de la Pedagogía Deportiva. Consideramos que, mediante cambios curriculares que avancen hacia la educación técnico deportiva, este trabajo aporta ideas y el uso de TGfU a los profesores de Educación Física en la escuela, en la dirección de ampliar el conocimiento pedagógico. Observamos que, en los escenarios donde se operó TGfU, hubo un cambio significativo y positivo en el aprendizaje de los estudiantes. Finalmente, las estrategias para el mini voleibol y esta operacionalización deben ser reconsideradas en todos los contextos incluidos, porque es evidencia del desarrollo táctico y cognitivo.

An exploration of context and learning in endurance sports coaching.

Introduction: This study explored contextual factors which influence coach learning of an international cohort of endurance sports coaches. Methods: Following ethical approval, 839 coaches, 612 coached athletes and 8,352 non-coached athletes participated in the research. A critical realist research philosophy was adopted, in which self-completion surveys were developed in consultation with coaches and industry end-users. Results and Discussion: The context was dominated by remote coaching practices and digital technology which shaped how coaches learn and thus, what it meant to be a coach. Unmediated learning sources were biophysically biased and largely delivered through marketised platforms designed to sell products. The study findings have broader implications within sport and education, in which it is suggested that remote coaching and learning platforms may sometimes create a sense of psycho-emotional detachment in which capacity for learning can be limited.

Diferenças entre compreensão e aplicação de regras do código de pontuação na visão de árbitros(as) brasileiros(as) de ginástica artística / Differences between understanding and applying rules of the code of points in the view of brazilian artistic gymnastics judges / Diferencias entre la comprensión y la aplicación de las reglas del código de puntuación en opinión de los árbitros brasileños de gimnasia artística

A arbitragem no campo esportivo define o campeão, e sua atuação vem sendo cada vez mais valorizada e, paradoxalmente, questionada. Esta pesquisa objetiva identificar se há ou não diferenças entre a compreensão que árbitros(as) brasileiros(as) de Ginástica Artística possuem sobre as regras e como elas são aplicadas. A amostra foi de 58 árbitros(as), de nível nacional e internacional, atuantes no período de 2017-2020. O instrumento foi o questionário, com análise quantitativa dos dados. Identificou-se que há diferenças entre a compreensão e a aplicação das regras estabelecidas pelo Código de Pontuação (CP), gerando reflexões sobre a melhor estruturação do CP e do processo de formação dos(das) árbitros(as) para sanar as lacunas causadas por essas diferenças.

Judging in the sports field defines the champion, and its performance has been increasingly valued and, paradoxically, questioned. This research aims to identify whether or not there are differences between the understanding that Brazilian Artistic Gymnastics judges have about the rules and how they are applied. The sample consisted of 58 judges, national and international level, working in the period 2017-2020. The instrument was a question-naire, with quali-quantitative analysis of the data. It was identified that there are differences between the understanding and applica-tion of the rules established by the Code of Points (CoP), generat-ing reflections on the better structuring of the CoP and the judges' training process to solve the gaps caused by these differences.

El arbitraje en el ámbito deportivo define al campeón, y su actuación ha sido cada vez más valorada y cuestionada. Esta investigación tiene como objetivo identificar si existen o no diferencias entre la comprensión que los árbitros de gimnasia artística brasileña tienen sobre las reglas y cómo se aplican. La muestra fue de 58 árbitros, de ámbito nacional e internacional, que trabajaron en el periodo 2017-2020. El instrumento fue el cuestionario, con análisis cuali-cuantitativo de los datos. Se identificó que existen diferencias entre la comprensión y la aplicación de las reglas establecidas por el Código de Puntuación (CP), generando reflexiones sobre la mejor estructuración del CP y el proceso de formación de los árbitros para remediar las lagunas causadas por estas diferencias.

Diferenças entre compreensão e aplicação de regras do código de pontuação na visão de árbitros(as) brasileiros(as) de ginástica artística / Differences between understanding and applying rules of the code of points in the view of brazilian artistic gymnastics judges / Diferencias entre la comprensión y la aplicación de las reglas del código de puntuación en opinión de los árbitros brasileños de gimnasia artística

A arbitragem no campo esportivo define o campeão, e sua atuação vem sendo cada vez mais valorizada e, paradoxalmente, questionada. Esta pesquisa objetiva identificar se há ou não diferenças entre a compreensão que árbitros(as) brasileiros(as) de Ginástica Artística possuem sobre as regras e como elas são aplicadas. A amostra foi de 58 árbitros(as), de nível nacional e internacional, atuantes no período de 2017-2020. O instrumento foi o questionário, com análise quantitativa dos dados. Identificou-se que há diferenças entre a compreensão e a aplicação das regras estabelecidas pelo Código de Pontuação (CP), gerando reflexões sobre a melhor estruturação do CP e do processo de formação dos(das) árbitros(as) para sanar as lacunas causadas por essas diferenças (AU).

Judging in the sports field defines the champion, and its performance has been increasingly valued and, paradoxically, questioned. This research aims to identify whether or not there are differences between the understanding that Brazilian Artistic Gymnastics judges have about the rules and how they are applied. The sample consisted of 58 judges, national and international level, working in the period 2017-2020. The instrument was a question-naire, with quali-quantitative analysis of the data. It was identified that there are differences between the understanding and applica-tion of the rules established by the Code of Points (CoP), generat-ing reflections on the better structuring of the CoP and the judges' training process to solve the gaps caused by these differences (AU).

El arbitraje en el ámbito deportivo define al campeón, y su actuación ha sido cada vez más valorada y cuestionada. Esta investigación tiene como objetivo identificar si existen o no dife-rencias entre la comprensión que los árbitros de gimnasia artística brasileña tienen sobre las reglas y cómo se aplican. La muestra fue de 58 árbitros, de ámbito nacional e internacional, que trabajaron en el periodo 2017-2020. El instrumento fue el cuestionario, con análisis cuali-cuantitativo de los datos. Se identificó que existen di-ferencias entre la comprensión y la aplicación de las reglas estable-cidas por el Código de Puntuación (CP), generando reflexiones sobre la mejor estructuración del CP y el proceso de formación de los árbitros para remediar las lagunas causadas por estas diferencias (AU).

O desenvolvimento profissional de uma treinadora brasileira de tênis no alto rendimento / The professional development of a Brazilian coach in high-performance tennis / El desarrollo profesional de una entrenadora brasileña de tenis en el alto rendimiento

O objetivo do estudo foi investigar as experiências que contribuíram para a ascensão de uma treinadora brasileira de tênis no alto rendimento. Para isso, esta pesquisa descritiva de abordagem qualitativa foi orientada por meio de um estudo de caso único. No momento do estudo, Fernanda tinha 30 anos de idade e 12 anos de experiência como treinadora em nível nacional e internacional. Enquanto estratégias para a coleta dos dados, foram utilizados nesta ordem: a Rappaport timeline e a entrevista semiestruturada. A análise desses dados foi conduzida por meio das orientações da análise temática reflexiva. Os resultados versam pelos seguintes temas: (a) Influência, Conexão e Inspiração: Personagens Fundamentais; (b) Perfil Promissor e Acolhimento no Contexto; e (c) Desenvolvimento Enquanto Treinadora: Os Constantes Aprendizados e Questionamentos no Percurso. De modo geral, Fernanda teve uma trajetória orientada por relações de influência com personagens de seu contexto. Os momentos fora de sua zona de conforto contribuíram para a definição de estratégias que visem suprir as necessidades e avançar perante as barreiras identificadas.(AU)

This study aimed to identify and analyze the content developed in competitive Rhythmic Gymnastics (RG) sports initiation. We interviewed six coaches who worked in basic categories of medalist clubs in the 2019 Brazilian RG Championships. From the thematic analysis, five themes emerged: (1) Specialize versus Expand: factors that limit and contribute to physical-motor development in RG sports initiation; (2) Body positioning is a "rule" in RG; (3) Body difficulties: training to learn or training to compete?; (4) From an accessory element to an essential element: the valorization of RG's apparatus; (5) Within the rules and outside of training: The artistic component in RG. We suggest that the content must respect gymnasts' characteristics, their health, long-term training, and their integral development. As they are children, results would not be a priority at this stage, and the content should be established based on the RG's future vision.(AU)

El objetivo de este estudio ha sido identificar y analizar el contenido desarrollado en la iniciación deportiva competitiva de la Gimnasia Rítmica (GR). Entrevistamos a seis entrenadoras de las categorías de base de instituciones medallistas en al menos una categoría de los Campeonatos Brasileños de GR 2019. A través del análisis temático emergieron cinco temas: (1) Especializar versus ampliar: Factores que limitan y contribuyen al desarrollo físico-motor en la iniciación deportiva de la GR; (2) Posicionamiento corporal es "regla" en la GR; (3) Dificultades corporales: ¿entrenar para aprender o entrenar para competir?; (4) De elemento accesorio a elemento esencial: la valorización los aparatos de GR; (5) Dentro de las reglas y fuera del entrenamiento: el componente artístico en la GR. Sugerimos que el contenido respete las características, la salud, formación a largo plazo y desarrollo integral de las gimnastas. Al tratarse de niñas, los resultados no serían prioridad en esta etapa y el contenido debería apoyarse en la visión de futuro de la modalidad.(AU)

O papel pedagógico do analista de desempenho das categorias de base do futebol brasileiro / The pedagogical role of the performance analyst of brazilian football categories / El papel pedagógico del analista de rendimiento de las categorías juveniles del fútbol brasileño

Resumo A Análise de Desempenho e a Pedagogia do Esporte são áreas de conhecimento que apontam caminhos para a melhora da prática esportiva. O presente artigo buscou identificar o papel pedagógico na atuação dos analistas de desempenho das categorias de base dos clubes brasileiros. A pesquisa, de abordagem qualitativa, utilizou o procedimento de análise de Triangulação de Métodos, a partir de entrevistas semiestruturadas com dez analistas de desempenho das categorias de base dos clubes brasileiros de futebol masculino da série A (2020). Conclui-se que embora os analistas não percebam a sua atuação dentro dos clubes como de cunho pedagógico, na prática essa interface vem sendo necessária no desenvolvimento do trabalho destes profissionais. Dessa maneira o diálogo entre as áreas da Pedagogia do Esporte e da Análise de Desempenho pode contribuir para qualificação e atuação profissional dos analistas de desempenho, potencializando o processo de formação de jovens jogadores de futebol. (AU)

Abstract Performance Analysis and Sport Pedagogy are areas of knowledge that point to ways to improve sports practice. This article sought to identify the pedagogical role in the performance of performance analysts of the base categories of Brazilian clubs. The research, with a qualitative approach, used the Triangulation of Methods analysis procedure, based on semi-structured interviews with ten performance analysts from the basic categories of Brazilian men's soccer clubs in the series A (2020). It is concluded that although the analysts do not perceive their performance within the clubs as pedagogical, in practice this interface has been necessary in the development of the work of these professionals. In this way, the dialogue between the areas of Sport Pedagogy and Performance Analysis can contribute to the qualification and professional performance of performance analysts, enhancing the process of training young soccer players. (AU)

Resumen El Análisis del Rendimiento y la Pedagogía del Deporte son áreas de conocimiento que apuntan caminos para mejorar la práctica deportiva. Este artículo buscó identificar el papel pedagógico en la actuación de los analistas de rendimiento de las categorías básicas de los clubes de fútbol masculino brasileño. La investigación, con enfoque cualitativo, utilizó el procedimiento de análisis Triangulación de Métodos, basado en entrevistas semiestructuradas con diez analistas del rendimiento de las categorías básicas de los clubes de fútbol masculino brasileño en la serie A (2020). Se concluye que aunque los analistas no perciban su actuación dentro de los clubes como pedagógica, en la práctica, esa interfaz ha sido necesaria en el desarrollo del trabajo de estos profesionales. Así, el diálogo entre las áreas de Pedagogía del Deporte y Análisis del Desempeño puede contribuir a la formación y desempeño profesional de los analistas del rendimiento, potenciando el proceso de formación de jóvenes futbolistas. (AU)

Pedagogia do esporte e a Educação Física escolar: possibilidades entre o teaching games for undestanding (TGfU) e o minivoleibol / Sport pedagogy and scholar Physical Education: possibilities between teaching games for understanding (TGfU) and mini volleyball / Pedagogía del deporte y Educación Física escolar: posibilidades entre los juegos didácticos para la comprensión (TGfU) y el mini voleibol

Este texto apresenta reflexões e duas sugestões de aulas sobre o minivoleibol com a utilização do Teaching Games for Understanding, juntamente com as lentes da Pedagogia do Esporte. Consideramos que, por via das mudanças curriculares e que vão em direção ao ensino técnico dos esportes, este trabalho traz ideias de utilização do TGfU para os professores de Educação Física no âmbito escolar, na direção de ampliar os conhecimentos pedagógicos. Observamos que, em cenários que o TGfU foi operado, houve mudança significativa e positiva à aprendizagem dos estudantes. Por fim, as estratégias quanto ao uso do minivoleibol e sua operacionalização devem ser repensados em todos os contextos que estão inclusos pois é evidenciado a melhora no desempenho tático e cognitivo dos participantes.

This text presents reflections and two lesson suggestions about mini volleyball using Teaching Games for Understanding, through the lens of Sport Pedagogy. We consider through curricular changes that move towards technical sports education, this work brings ideas and the use of TGfU to Physical Education teachers in school, in the direction of expanding pedagogical knowledge. We observed that, in scenarios where TGfU was operated, there was a significant and positive change in student learning. Finally, the strategies for the mini volleyball and this operationalization should be reconsidered in all the contexts included, because it is evidence of the tactical and cognitive development.

Este texto presenta reflexiones y dos sugerencias de lecciones sobre mini voleibol utilizando Juegos de Enseñanza para la Comprensión, a través del lente de la Pedagogía Deportiva. Consideramos que, mediante cambios curriculares que avancen hacia la educación técnico deportiva, este trabajo aporta ideas y el uso de TGfU a los profesores de Educación Física en la escuela, en la dirección de ampliar el conocimiento pedagógico. Observamos que, en los escenarios donde se operó TGfU, hubo un cambio significativo y positivo en el aprendizaje de los estudiantes. Finalmente, las estrategias para el mini voleibol y esta operacionalización deben ser reconsideradas en todos los contextos incluidos, porque es evidencia del desarrollo táctico y cognitivo.

Pedagogical principles of constructivist-oriented teaching practices in team sports / Princípios pedagógicos das práticas de ensino orientadas ao construtivismo nos jogos esportivos coletivos

ABSTRACT The present theoretical paper aimed to present pedagogical principles of constructivist-oriented teaching practices in team sports (TS). Specifically, the research sought to situate constructivism as a conceptual perspective to guide the teaching and learning in TS, presenting three general principles and fourteen adjacent principles, their definitions, and possible practical applications. General principles include: (1) facilitating the active construction of knowledge; (2) facilitating meaningful learning (personal relevance); and (3) facilitating social participation (cooperation). The pedagogical principles presented here constitute a matrix to guide empirical research on the teaching of TS in the context of professional training and practice in Physical Education and may aid in the TS's planning and intervention.

RESUMO O objetivo deste ensaio teórico foi apresentar princípios pedagógicos das práticas de ensino orientadas ao construtivismo nos Jogos Esportivos Coletivos (JEC). Especificamente, buscou-se situar o construtivismo enquanto perspectiva conceitual para orientar o processo de ensino e aprendizagem dos JEC, apresentando três princípios gerais e 14 princípios adjacentes, suas definições e possibilidades de aplicação prática. Os princípios gerais incluem: 1) facilitar a construção ativa do conhecimento; 2) facilitar a aprendizagem significativa (relevância pessoal); e 3) facilitar a participação (cooperação) social. Os princípios pedagógicos ora apresentados constituem uma matriz para orientar a investigação empírica sobre o ensino dos JEC no âmbito da formação e atuação profissional em Educação Física, assim como podem auxiliar no planejamento e intervenção nos JEC.

Methodological reflections on artistically illustrating ethnographic text from a study of sport pedagogy in youth detention: Ethics, affect, and description.

While there is a burgeoning body of literature on visual methods in ethnography, including drawing and illustration as method for collecting and exploring data, little has been written about how artistic illustrations can be used as a representational method for finished ethnographic texts. Based on an illustrated ethnography-a PhD thesis on sport pedagogy in youth detention-this paper explores what artistic illustrations can do for representations of ethnographic texts. An important starting point of the paper is that artistic illustrations are purpose-full-they can be used strategically to highlight some details over others, thus making it possible for researchers to selectively accomplish several aims when it comes to representation. Particularly, we focus on ethical, affective, and descriptive purposes for using artistic illustrations when publishing research on sport in total institutions. We present selected illustrations from the thesis together with analytical and procedural commentary to shed light on some strategic thinking behind the production of the illustrations. Finally, we conclude with some reflections on the methodology and discuss some further considerations for illustrating ethnographic texts in terms of benefits, risks, and possibilities.

Pedagogia do esporte e as contribuições para o campo do lazer: análise das publicações em periódicos brasileiros de 2016 a 2021 / Sport pedagogy and contributions to the field of leisure: analysis of publications in brazilian journals from 2016 to 2021

Partindo do pressuposto de que a Pedagogia do Esporte (PE), disciplina das ciências do Esporte e Educação Física, pode contribuir para uma formação crítica e ampla, portanto, para e pelo Lazer, no presente estudo buscamos identificar por meio de uma pesquisa bibliográfica se e como pesquisas da PE tem se relacionado com o campo do Lazer e, a partir disto, refletir acerca de suas possíveis contribuições para uma formação para e pelo Lazer. Nossos resultados indicam poucos os estudos pautados na PE relacionados ao campo do Lazer. Apesar disso, consideramos que os referenciais da PE fornecem subsídios para uma intervenção pedagógica que contribua para a formação ampla e crítica, para e pelo Lazer. Por fim, reconhecemos a necessidade da realização de novos estudos voltados ao campo do Lazer por meio da PE, de modo a compreender melhor de que modo essa disciplina pode contribuir para este campo.

Assuming that Sport Pedagogy (SP), a discipline of the Sciences of Sport and Physical Education, can contribute to a critical and broad formation, therefore, by the and for Leisure, in the present study we seek to identify, through a bibliographic research, whether and how SP research has been related to the field of Leisure and, from this, to reflect on its possible contributions to a training for and for Leisure. Our results indicate few studies based on SP related to the field of Leisure. Despite this, we consider that the SP references provide subsidies for a pedagogical intervention that contributes to broad and critical training, by the and for Leisure. Finally, we recognize the need to carry out new studies focused on the field of Leisure through SP, in order to better understand how this discipline can contribute to this field.

Effectiveness of Teaching Mini Handball through Non-Linear Pedagogy in Different Socioeconomic Contexts: A Pilot Study.

Mini handball is among the sports included as part of school physical education in Chile to improve children's motor skills and to motivate their adherence to a healthy and active lifestyle in response to concerns about this country's high level of childhood obesity. To this end, non-linear pedagogy (NLP) has been used to develop motor skills through mini handball in the school context. However, socioeconomic differences that influence the development of children's motor skills have not been considered to determine whether the methodology applies to everyone. The aim of the present observational study is to describe and compare the effectiveness of the previously applied NLP methodology in two contrasting socioeconomic contexts to determine whether it helps to develop motor skills through mini handball in both school contexts. The Levine test was used to determine the homogeneity of the variances (p < 0.05), as the distribution of the data was not normal. The Kruskal-Wallis H statistical test was used to analyse within-group data. Additionally, the Mann-Whitney U test was applied for comparisons between groups. The results show significant improvements in the acquisition of the expected motor skills specific to mini handball. Additionally, a shortening of the gap was evidenced between the groups during the training process, with no significant differences at the end of the progression. Therefore, the investigated NLP is equally as effective for schoolchildren in two opposite socioeconomic contexts.

Adolescents with Higher Cognitive and Affective Domains of Physical Literacy Possess Better Physical Fitness: The Importance of Developing the Concept of Physical Literacy in High Schools.

Physical literacy (PL) is thought to facilitate engagement in physical activity, which could lead to better physical fitness (PF). The aim of this study was to examine the reliability of the Croatian version of two frequently applied PL questionnaires that evaluate knowledge and understanding, perceived competence, environment, and value for literacy, numeracy, and PL and validity regarding correlation with objectively evaluated PF in adolescents. Five hundred forty-four high school students (403 females, 141 males) from Croatia were tested on PF (standing long jump, sit-ups for 30 s, sit-and-reach test, multilevel endurance test) and two PL questionnaires. The reliability of the Croatian version of the Canadian Assessment of Physical Literacy knowledge and understanding (CAPL-2-KU) and PLAYself was good (α = 0.71−0.81 for PLAYself subscales, κ = 0.39−0.69 for CAPL-2-KU). Genders differed in the self-description dimension of PLAYself, with higher results in boys (Z = 3.72, p < 0.001). CAPL-2-KU and PLAYself total score were associated with PF in boys and girls, with PLAYself having stronger associations with PF. This research supports the idea of PL as an essential determinant for the development of PF, highlighting the necessity of the development of cognitive and affective domains of PL in physical education throughout a specifically tailored pedagogical process.

A Systematic Review of Teaching Games for Understanding Intervention Studies From a Practice-Referenced Perspective.

According to the theory of practice architecture, every practice enacted in classrooms is a result of interaction between social, physical and spatial elements. In relation, from a practice-referenced perspective, it is necessary to know which teaching-learning implementation features could help teachers/coaches/researchers to assemble Teaching Games for Understanding (TGfU) interventions in relation to the institutional environment. Purpose: This review aimed to explore from a practice-referenced perspective how TGfU researchers reported their interventions based on the teaching-learning implementation features (intervention design as a function of the context, intervention length, lesson content, basic lesson elements, lesson alignment, teacher/coach experience with the approach, and lesson validation and treatment verification) and their association with learners' outcomes. Results: We found 20 studies that included some of the teaching-learning implementation features, but none of the studies included all of these features. We also found that studies of TGfU measured and reported learners' outcomes in a variety of ways. This creates difficulties for drawing conclusions about the relationships between the presence of teaching-learning implementation features and student learning outcomes. Conclusion: Further TGfU interventions should be planned to consider the following: (a) that lessons need to be designed as a function of the context; (b) the number of intervention lessons, their duration and the duration of each lesson task; (c) the concrete tactical and technique contents and goals per lesson; (d) the modified games, questions and achievable challenges as basic lesson elements; (e) the alignment between the basic lesson elements and the structure of lessons, based on the goals of each lesson; (f) that teachers/coaches need to have previous experience in TGfU and be trained on the specific study purpose; (g) that lessons should be validated before implementation and verified during intervention; (h) researchers should regulate the ways in which learners' outcomes are measured and reported within TGfU studies.

Design and Validation of the Tactical Assessment Instrument in Football (TAIS).

The focus on tactics has made assessment more difficult due to the lack of knowledge in the topic and the limitations of current tactical assessment instruments. Purpose: To design and validate a tactical assessment instrument in youth football (TAIS) following an exhaustive, ecological and meticulous process and dealing with the limitations found in the literature. Method: The design was divided in two stages related to its development and validation. During the development stage: (a) a preliminary list of criteria was determined through a literature review; (b) the criteria were delimited through an exploratory observation; and (c) the adequacy of the criteria was determined by consulting experts. In the validation stage: (a) content and comprehension validity were obtained by consulting experts and through a systematic game observation; (b) construct validity was obtained by comparing the tactical outcomes from two groups with different skill levels; (c) criterion validity was established by comparing the tactical outcome using Game Performance Assessment Instrument and the present instrument, and (d) the reliability was obtained through inter-rater reliability. Results: The research process showed that the instrument is a valid and reliable tool comprised of 22 criteria to assess tactical outcomes in 8-12 years old youth football. Conclusion: The TAIS presents several advantages in practical terms with respect to assessment. First, it allows assessment of the three tactical levels nested in the unit of observation. Second, it considers all the player roles. Third, results are presented without general indexes. Fourth, it can be used to assess participants from all the institutional contexts. Finally, it includes contextual variables.

How can team synchronisation tendencies be developed combining Constraint-led and Step-game approaches? An action-research study implemented over a competitive volleyball season.

Combining Constraint-led (ecological) and Step-Game (constructivist) approaches through an Action-Research (AR) design conducted throughout a competitive volleyball season, this study aimed to: (i) analyse the impact of increased tactical complexity on lateral and longitudinal collective Synchronisation Tendencies (ST) during defensive and offensive counterattack-subphases, and (ii) examine how opposition attacking contexts (i.e. playing in full-system or in-system) might influence ST throughout each counterattack-subphase. Performance of a youth team, comprised of 15 players, was studied across three AR-cycles. The team's competitive performance was analysed through three competitive matches (one per cycle). Team ST were evaluated using the cluster-phase method and a 3 (matches) × 2 (counterattack-subphases) × 2 (opposition attacking contexts) × 2 (court directions) repeated-measures ANOVA were used to calculate the differences in cluster-amplitude mean values. Results showed that increments in tactical complexity (second AR-cycle) were followed by decreases in collective ST, which were (re)achieved during the third AR-cycle, possibly due to the ecological-constructivist coaching intervention. Our findings imply that coaches could design representative and specific-didactical learning environments, predicated on a team's tactical needs and strategical ideas from a game-plan, framing player intentionality. Results also support the use of questioning strategies to narrow players' attentional focus, stimulating perceptual attunement to relevant constraints emerging in performance. Finally, the insider AR-design provided valuable contextualised insights on coaching interventions for developing collective coordinative structures.

O que ensinar na ginástica rítmica? percepções de treinadoras medalhistas nos campeonatos brasileiros / What to teach in rhythmic gymnastics? perceptions of medalist coaches in brazilian championships / ¿qué enseñar en la gimnasia rítmica? percepciones de las entrenadoras medallistas en los campeonatos brasileños

O objetivo deste estudo foi identificar e analisar o conteúdo desenvolvido na iniciação esportiva competitiva da Ginástica Rítmica (GR). Entrevistamos seis treinadoras das categorias de base de instituições medalhistas em ao menos uma categoria dos Campeonatos Brasileiros de GR 2019. Por meio da análise temática, cinco temas emergiram: (1) Especializar versus Ampliar: fatores que limitam e contribuem para o desenvolvimento físico-motor na iniciação esportiva da GR; (2) O posicionamento corporal é "regra" na GR; (3) Dificuldades corporais: treinar para aprender ou treinar para competir?; (4) De elemento acessório a elemento essencial: a valorização dos aparelhos da GR; (5) Dentro das regras e fora dos treinos: O componente artístico na GR. Sugerimos que o conteúdo preze pelas características, saúde, formação em longo prazo e desenvolvimento integral das ginastas. Por tratar-se de crianças, os resultados não seriam prioritários nessa fase e o conteúdo deveria apoiar-se na visão de futuro da modalidade. (AU)

This study aimed to identify and analyze the content developed in competitive Rhythmic Gymnastics (RG) sports initiation. We interviewed six coaches who worked in basic categories of medalist clubs in the 2019 Brazilian RG Championships. From the thematic analysis, five themes emerged: (1) Specialize versus Expand: factors that limit and contribute to physical-motor development in RG sports initiation; (2) Body positioning is a "rule" in RG; (3) Body difficulties: training to learn or training to compete?; (4) From an accessory element to an essential element: the valorization of RG's apparatus; (5) Within the rules and outside of training: The artistic component in RG. We suggest that the content must respect gymnasts' characteristics, their health, long-term training, and their integral development. As they are children, results would not be a priority at this stage, and the content should be established based on the RG's future vision.(AU)

El objetivo de este estudio ha sido identificar y analizar el contenido desarrollado en la iniciación deportiva competitiva de la Gimnasia Rítmica (GR). Entrevistamos a seis entrenadoras de las categorías de base de instituciones medallistas en al menos una categoría de los Campeonatos Brasileños de GR 2019. A través del análisis temático emergieron cinco temas: (1) Especializar versus ampliar: Factores que limitan y contribuyen al desarrollo físico-motor en la iniciación deportiva de la GR; (2) Posicionamiento corporal es "regla" en la GR; (3) Dificultades corporales: ¿entrenar para aprender o entrenar para competir?; (4) De elemento accesorio a elemento esencial: la valorización los aparatos de GR; (5) Dentro de las reglas y fuera del entrenamiento: el componente artístico en la GR. Sugerimos que el contenido respete las características, la salud, formación a largo plazo y desarrollo integral de las gimnastas. Al tratarse de niñas, los resultados no serían prioridad en esta etapa y el contenido debería apoyarse en la visión de futuro de la modalidad.(AU)

"Temos que devolver o jogo ao(à) jogador(a)": as dimensões éticas e morais da pedagogia dos esportes coletivos a partir de abordagens baseadas no jogo / "We have to give back the game to the player": ethical and moral dimensions of collective sports pedagogy from game-based approaches / "Tenemos que devolver el juego al/la jugador/a": dimensiones éticas y morales de la pedagogía de los deportes colectivos desde enfoques basados en el juego

Partimos da crítica à tendência utilitarista das abordagens baseadas no jogo (GBAs) com o objetivo de analisar como as dimensões éticas e morais se revelam no "ato de jogar" a partir da prática pedagógica do(a) treinador(a) dos esportes coletivos. Sustentados nos conceitos do "jogar" ético e do "esportear" moral, defendemos 1) a primazia do jogar sobre o esportear, 2) a necessidade de que os sentimentos éticos, manifestos pelo estado de jogo, passem pelo crivo da norma, representada pela atitude lusória e 3) que atitudes transgressoras e subversivas à regra sejam analisadas em função de sua fonte: amor a si ou resistência aos impasses promovidos pelas regras. Concluímos que o ato de jogar revela por si mesmo o plano ético-moral inerente ao jogo/esporte, sendo a instrumentalização do jogo com um comprometimento exclusivamente voltado à dimensão moral normativa um risco à dimensão ética inerente ao papel do(a) jogador(a). (AU)

We start from the critique of the utilitarian tendency of game-based approaches (GBAs) with the objective of analyzing how the ethical and moral dimensions are revealed in the "act of playing" from the coaches' pedagogical practice. Through the concepts of ethical "to play" and moral "to sport", we support 1) the primacy of playing over sporting, 2) the need for ethical feelings, manifested by the "state of play", to pass through the scrutiny of the "lusory attitude" and 3) that transgressive and subversive attitudes to the rule are considerable depending on their source: self-love or resistance to the impasses promoted by the rules. We conclude that the "act of playing" reveals by itself the ethical-moral plan inherent to the game/sport, and the instrumentalization of the game with a commitment exclusively focused on the normative moral dimension is a risk to the ethical dimension inherent to the role of the player.(AU)

Partimos de la crítica a la tendencia utilitarista de los enfoques basados en el juego (GBAs) con el objetivo de analizar cómo se revelan las dimensiones éticas y morales en el "acto de jugar" a partir de la práctica pedagógica del/la entrenador/a de deportes colectivos. A partir de los conceptos del "jugar" ético y del "deportear" moral, defendemos 1) la primacía del jugar sobre el "deportear," 2) la necesidad de que los sentimientos éticos, puestos de manifiesto por el estado de juego, pasen por el tamiz de la norma, representada por la actitud lusoria y 3) que las actitudes transgresoras y subversivas a la regla sean analizadas según su origen: amor propio o resistencia a los impasses promovidos por las reglas. Concluimos que el acto de jugar revela por sí mismo el plano ético-moral inherente al juego/deporte, y la instrumentalización del juego con un compromiso centrado exclusivamente en la dimensión moral normativa es un riesgo para la dimensión ética inherente al rol del jugador.(AU)

Referências e referenciais para o ensino do basquete 3x3 da educação física escolar / Referencias y referenciales para la enseñanza de baloncesto 3x3 de la educación física escolar / References and referentials for teaching 3x3 basketball of school physical education

Em 2021, por ocasião dos XXXII Jogos Olímpicos, o Basquete 3x3 (B3x3) estreou como esporte olímpico. Destarte, o objetivo deste ensaio é apresentar argumentos, referenciais e referências para ensinar o B3x3 da Educação Física Escolar (EFE). A partir dos referenciais da Pedagogia do Esporte (PE) e de diferentes facilitadores, refletimos e indicamos a possibilidade de problematizar a gênese, desenvolvimento, os fundamentos e ações técnico-táticas do B3x3, os valores ético-morais do Esporte e a criação, junto aos estudantes, de normas e condutas para a prática do B3x3 da EFE de modo crítico, não limitando à reprodução do esporte olímpico na escola. Consideramos que a partir dos referenciais da PE, o B3x3 da EFE possibilita vivências e diálogos com outras práticas corporais e a problematização de questões sociais que podem contribuir com uma formação positiva, crítico-reflexiva e ampla de estudantes mediante a prática do B3x3. (AU)

En el 2021, con motivo de los XXXII Juegos Olímpicos, el Baloncesto 3x3 (B3x3) debutó como deporte olímpico. El objetivo de este ensayo es presentar argumentos, referenciales y referencias para enseñar el B3x3 en la Educación Física Escolar (EFE). A partir de los referenciales de la Pedagogía del Deporte (PD) y de diferentes facilitadores, reflexionamos e indicamos la posibilidad de problematizar la génesis, el desarrollo, los fundamentos y las acciones técnico tácticas del B3x3, los valores ético morales del deporte y la creación, junto con los estudiantes, de normas y conductas para la práctica del B3x3 de la EFE de modo crítico, no limitado a la reproducción del deporte olímpico en la escuela. Consideramos que, a partir de las referencias de la PD, el B3x3 de la EFE posibilita experiencias y diálogos con otras prácticas corporales y la problematización de cuestiones sociales que pueden contribuir con una formación positiva, crítico reflexiva y amplia de los estudiantes a través de la práctica deportiva del B3x3. (AU)

In 2021, on the occasion of the XXXII Olympic Games, 3x3 Basketball (3x3B) debuted as an Olympic sport. Thus, the aim of this essay is to present arguments, references and referentials to teach 3x3B of School Physical Education (SPE). Based on the referentials of Sport Pedagogy (SP) and different facilitators, we reflect and indicate the possibility of problematizing the genesis and development, the foundations and technical-tactical actions of the 3x3B, the ethical-moral values of Sport and creation, together with the students, of norms and behaviours for the practice of 3x3B of SPE in a critical way and not limited to the reproduction of the Olympic sport at school. We consider that, based on the SP referentials, the 3x3B of SPE enables experiences, dialogues with other body practices and the problematization of social issues that can contribute to a positive, critical-reflective and comprehensive education of students through the sports practice of the 3x3B. (AU)