Exploring football coaches' views on coach education, role, and practice design: An Australian perspective.

Despite the importance placed on the design and delivery of formal coach education programs by Football Australia, there remains a lack of research relating to how formal coach education strategies support Australian football (i.e., soccer) coaches and their coaching practices. Through a series of semi-structured interviews, 20 highly qualified and experienced Australian senior football coaches shared their perspectives on: (i) coach education, (ii) their role as coach, and (iii) practice design. Findings revealed that formal coach education in Australia was largely ineffective in preparing senior coaches for the realities of senior football. Coaches attributed this to a number of factors, including the content's quality, structure and delivery, which they viewed as rudimentary, outdated, repetitive and lacking in relevance and depth. Coaches also revealed there was an expectation of conformity to the content and practices endorsed by the National Football Curriculum, limiting the value and impact of formal coach education in supporting the development of coaches' theoretical and practical dispositions. These findings point towards a number of broad and systemic issues relating to the conceptual, theoretical and practical foundations of the National Football Curriculum and subsequent courses. If Football Australia are to reach their goal in designing and delivering effective and meaningful coach education programs that support the highly complex and multifaceted role of senior coaching, formal coach education may need to adapt and evolve in a manner that better supports the multi-dimensional and context-specific needs of Australian senior football coaches.

Efectos en el estado de bienestar en periodo de confinamiento debido al COVID-19 en jugadores profesionales de fútbol / Effects on the wellness state in period of confinement due to COVID-19 in professional soccer players

Resumen El propósito del estudio fue conocer las alteraciones en el estado de bienestar en periodo de confinamiento debido al COVID-19 en jugadores de fútbol profesional de la primera división B de Chile. Participaron 28 jugadores profesionales de fútbol varones, edad 26 ± 6.3 años, masa corporal de 74.2 ± 5.5 kg y estatura de 177 ± 0.05 cm. Se evaluó el grado de bienestar a través de un cuestionario (McLean et al., 2010) durante periodo competitivo y periodo de confinamiento de la temporada 2020. Se muestran diferencias estadísticamente significativas (p<0.05) entre el periodo competitivo y el periodo de confinamiento, en FT (t = 2.5; p = 0.0), SO (t = 2.71; p = 0.01), ES (t = 5.07; p = 0.0), EA (t = 1.82; p = 0.08) y T (t = 4.87; p = 0.0). Se reflejaron TE pequeños en las variables EA y DM (d = 0.7; d = 0.4 respectivamente), moderados en FT y SO (d = 1.0; d = 1.2 respectivamente) y muy grandes en ES y T (d = 2.1; d = 2.0 respectivamente). Los PC y CV entre periodos para las variables de bienestar fueron para FT 11% y 11.6%, para DM 5.3% y 13.1%, para SO 9.3%; 7.5%, ES 11.6% y 5.9, para EA 3.9%; 5.2%, y finalmente para T 8.1% y 4.0% respectivamente. Es posible concluir que el estado de bienestar en jugadores profesionales de fútbol se ve alterado en el periodo de confinamiento respecto al de competición, encontrándose cambios significativos en las variables FT, SO, ES y T, que coincidieron con los cambios de moderados a muy grandes de estas mismas variables, como también los PC fueron más grandes que el CV entre periodos; por lo que podríamos considerar estos cambios como reales, y que pudiesen ser un efecto atribuible al aislamiento obligatorio.

Abstract This study aimed to find changes in the wellness state, during the confinement period due to COVID-19, in professional soccer players from the first division B of Chile. The studied sample consisted of 28 professional male soccer players aged 26 ± 6.3 years, body mass 74.2 ± 5.5 kg, and height 177 ± 0.05 cm. The degree of well-being was evaluated through a questionnaire (McLean et al., 2010) during the 2020 competitive and confinement periods. Statistically, significant differences (p <0.05) between the competitive period and the confinement period are shown in FT (t = 2.5; p = 0.0), SO (t = 2.71; p = 0.01), ES (t = 5.07; p = 0.0), EA (t = 1.82; p = 0.08), and T (t = 4.87; p = 0.0). Small TE were reflected in the variables EA and DM (d = 0.7; d = 0.4 respectively), moderate in FAT and SO (d = 1.0; d = 1.2 respectively), and very large in ES and T (d = 2.1; d = 2.0 respectively). The CP and CV between periods for the well-being variables were the following: for FAT, 11% and 11.6%, for DM, 5.3% and 13.1%; for SO, 9.3%; 7.5%, ES 11.6% and 5.9, for EA 3.9%; 5.2%, and finally for T 8.1% and 4.0% respectively. It is possible to conclude that the state of well-being in professional soccer players is altered in the period of confinement with respect to that of competition, finding significant changes in the variables FT, SO, ES, and T, which coincided with the changes from moderate to very large of these same variables, as well as the PC were larger than the CV between periods. Therefore, we could consider these changes as real, and they could be an effect attributable to the mandatory isolation.

Resumo O objetivo do estudo foi conhecer as alterações no estado de bem-estar no período de confinamento devido à COVID-19 entre jogadores profissionais de futebol da primeira divisão B do Chile. Vinte e oito jogadores profissionais de futebol masculino participaram, com idade de 26 ± 6,3 anos, massa corporal de 74,2 ± 5,5 kg e altura de 177 ± 0,05 cm. O grau de bem-estar foi avaliado por meio de um questionário (McLean et al., 2010) durante os períodos competitivos e de confinamento da temporada 2020. Forma demonstradas diferenças estatisticamente significativas (p<0,05) entre o período competitivo e o de confinamento, em FT (t = 2,5; p = 0,0), SO (t = 2,71; p = 0,01), ES (t = 5,07; p = 0,0), EA (t = 1,82; p = 0,08) e T (t = 4,87; p = 0,0). TE pequenos foram refletidos nas variáveis EA e DM (d = 0,7; d = 0,4 respectivamente), moderados em FT e SO (d = 1,0; d = 1,2 respectivamente) e muito grandes em ES e T (d = 2,1; d = 2,0 respectivamente). O PC e o CV entre períodos para as variáveis de bem-estar foram para FT 11% e 11,6%, para DM 5,3% e 13,1%, para SO 9,3%; 7,5%, ES 11,6% e 5,9, para EA 3,9%; 5,2%, e finalmente para T 8,1% e 4,0% respectivamente. É possível concluir que o estado de bem-estar dos jogadores de futebol profissional ficou alterado no período de confinamento em relação ao período de competição, encontrando alterações significativas nas variáveis FT, SO, ES e T, que coincidiram com alterações moderadas a muito grandes nestas mesmas variáveis, assim como o PC foi maior que o CV entre períodos; desta forma, poderíamos considerar estas alterações como reais, e que poderiam ser um efeito atribuível ao isolamento obrigatório.

Pedagogical intervention in team sports: a systematic review / Intervenção pedagógica nos esportivos coletivos: uma revisão sistemática

ABSTRACT The production of literature with intervention programs was analyzed, applied to team sports. The databases consulted on the subject, in the last 20 years, were the Web of Science, Scielo and PubMed. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) guidelines were used with the keywords: team sports and team sports games, associated with the terms: teaching models, sports teaching, teaching-learning-training, pedagogical intervention, tactical-technical performance and cognitive processes, in Portuguese, English and Spanish. After screening with defined criteria, 39 manuscripts were selected to compose the sample. The descriptive analysis showed that the years 2016 and 2018 presented a higher number of publications (17.95% each year); the English language most used in publications (69.24%); football and basketball have comprised the highest number of studies (25.64% and 17.95%, respectively); the teaching programs spanned between 5 and 54 class sessions; the sample of studies with schoolchildren was the most chosen (64.1%); most teaching programs focused on tactics; and the main variables analyzed were tactical knowledge, tactical-technical performance and specific skills. In the production of literature analyzed, there was a tendency in the last 10 years to apply sports teaching programs with tactical approaches and also change and/or add content to these programs, in order to enhance the development of students/athletes. These changes leave open reflections on possible changes in teacher guidance in the praxis in teaching-learning of team sports.

RESUMO Analisou-se a produção da literatura com programas de intervenção, aplicados aos esportes coletivos. As bases de dados consultadas quanto ao tema, nos últimos 20 anos, foram o Web of Science, Scielo e PubMed. Utilizou-se as diretrizes PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) com as palavras-chave: jogo coletivo e jogos esportivos coletivos, associados aos termos: modelos de ensino, ensino do esporte, ensino-aprendizagem-treinamento, intervenção pedagógica, desempenho tático-técnico e processos cognitivos, nos idiomas português, inglês e espanhol. Após triagem com critérios definidos, 39 manuscritos foram selecionados para compor a amostra. A análise descritiva apontou que os anos de 2016 e 2018 apresentou maior quantitativo de publicações (17,95% cada ano); a língua inglesa a mais utilizada nas publicações (69,24%); as modalidades futebol e basquetebol compreenderam o maior número de trabalhos (25,64% e 17,95%, respectivamente); os programas de ensino abrangeram entre 5 e 54 sessões de aula; a amostra dos estudos com escolares foi a mais eleita (64,1%); a maioria dos programas de ensino centrou-se na tática; e as principais variáveis analisadas foram conhecimentos táticos, desempenho tático-técnico e habilidades específicas. Na produção de literatura analisada observou-se uma tendência nos últimos 10 anos à aplicação de programas de ensino dos esportes com abordagens táticas e ainda alterar e/ou agregar conteúdos a esses modelos, com o intuito de potencializar o desenvolvimento de alunos/atletas. Essas mudanças deixam abertas as reflexões sobre possíveis alterações de orientação docente na práxis no ensino-aprendizagem dos esportes coletivos.

Putting the player first: A method to analyse and develop expert players performance in professional soccer.

The purpose of this paper is to present a player-centred performance analysis method as an effective mechanism to enhance expert players' performance in professional soccer. Data were collected through an application of a developed performance analysis method and subsequent unstructured interviews to explore participants' experience of the applied methodology. Grounded by an enactive perspective of human activity, the applied methodology foregrounds the player's intrinsic experience and places the player at the centre of the analysis and interpretation process. The sample included thirty professional soccer players with professional playing experience ranging from 2 years to 19 years and representing three professional teams. Using an interpretive data analysis approach results were considered from a methodological perspective concerning the core functions of a performance analysis method. Categories regarding performance analysis and performance development were highlighted. Findings demonstrate that adopting a player-centred approach to performance analysis in professional soccer provides advancement of the understanding of the collective performance of the expert player and may increase the opportunity for sustained learning.

Treinadoras e auxiliares do futebol de mulheres no Brasil: subversão e resistência na liderança esportiva / Women's football coaches and assistant coaches in Brazil: subversion and resistance in sports leadership / Entrenadoras y auxiliares del fútbol femenino en Brasil: subversión y resistencia en el liderazgo deportivo

Resumo Fundamentada nos estudos culturais e de gênero, esta pesquisa analisa a representatividade de mulheres em cargos de treinadora e auxiliar no futebol de mulheres, buscando identificar as estratégias de subversão e resistência adotadas para sua inserção e permanência. Os materiais de análise foram os discursos das participantes aliados a fontes documentais, como notícias e produções acadêmicas. A análise evidencia que as profissionais conquistaram o acesso aos cargos em decorrência das experiências como líderes enquanto atletas e/ou estagiárias e por seus altos níveis de capacitação. Elas asseguram sua permanência ao atestarem diariamente sua competência, mantendo o nível de capacitação e superando estereótipos de gênero. Elas personificam a eminente resistência oferecida pelas mulheres em espaços tradicionalmente reservados aos homens, tensionando as relações de poder. Contudo, a consolidação de uma condição equânime requer investimento financeiro e, sobretudo, empenho na desconstrução de estereótipos de gênero.

Abstract Based on cultural and gender studies, this research analyzes women's representativeness as coaches and assistant coaches in women's football, seeking to identify the subversion and resistance strategies adopted for their inclusion and permanence. The analysis focused on participants' speeches and document sources such as news articles and academic works. It shows how professionals gained access to the roles resulting from their leadership experiences as athletes and/or interns and for their high capacity. They ensure their permanence by attesting their competence on a daily basis, maintaining their level of ability and overcoming gender stereotypes. They personify the eminent resistance offered by women in spaces traditionally reserved for men, thus tensioning power relations. However, the consolidation of equal conditions requires financial investment and, above all, a commitment to deconstructing gender stereotypes.

Resumen Fundamentada en los estudios culturales y de género, esta investigación analiza la representatividad de mujeres en cargos de entrenadora y auxiliar en el fútbol femenino, buscando identificar las estrategias de subversión y resistencia adoptadas para lograr su inserción y permanencia. Los materiales de análisis fueron los discursos de las participantes, aliados a fuentes documentales, como noticias y producciones académicas. El análisis muestra que las profesionales conquistaron su acceso a los cargos debido a sus experiencias de liderazgo como atletas y por sus altos niveles de capacitación. Aseguran su permanencia probando diariamente su competencia y superando los estereotipos de género. Encarnan la resistencia ofrecida por las mujeres en espacios tradicionalmente reservados a los hombres, tensando las relaciones de poder. Sin embargo, la consolidación de una condición de ecuanimidad requiere inversión financiera y, sobre todo, un compromiso con la deconstrucción de los estereotipos de género.

Experience as a Determinant of Declarative and Procedural Knowledge in School Football.

The study of declarative and procedural knowledge makes it possible to ascertain what cognitive processes are like during motor learning. This study aimed to compare, according to the methodology, gender and experience (football practise), and the levels of declarative and procedural knowledge after the implementation of two intervention programmes on school football including one based on the tactics learning and the other on the technique learning. A total of 41 students in the 5th year of primary education from a state school from Spain, distributed in two class groups, participated in the study. Each class group participated in a different intervention programme. The sample of subjects was equal (tactical programme (n = 20) and technical programme (n = 21)). A panel of 13 experts validated both programmes. Levels of knowledge were measured using the Tactical Knowledge Assessment test in football. A descriptive analysis was performed to characterise the sample. Moreover, a t-test for independent samples, a t-test for related samples, and a 2×2 ANOVA (analysis of variance) were performed to compare the levels of knowledge between the pre-test and the post-test, according to the methodology, gender, and experience of the students. Results indicate that both intervention programmes induced higher levels of declarative and procedural knowledge in the post-test. Similarly, there were no significant differences with regard to the applied methodology. This fact is due to the heterogeneous character of the class groups with gender and experience showing effects on the levels of knowledge. The boys possessed greater experience and a higher level of knowledge compared to the girls.

Optimizing the penalty kick under external focus of attention and autonomy support instructions.

Penalty kicks often play a decisive role in the most prestigious international football tournaments. The present study investigated whether shooting performance of the penalty kick in football would be improved by providing specific attentional and motivational instructions. Twenty-four experienced male volunteers were asked to kick a ball at one of four targets located in a regulation-sized goal. Using a goalkeeper-independent strategy, subjects performed the penalty kicks under external focus (EF; targets in the goal), autonomy support (AS; choice of target order), combining external focus and autonomy support (EF/AS), and control conditions (C). A goalkeeper tried to save the ball during each attempt. The mean number of scored goals and kicking accuracy of goal scored were used to determine penalty kick performance. The EF/AS combination enhanced the number of goals scored compared to the C condition. No other significant differences were observed between the conditions in the number of goals scored. The EF/AS group displayed greater kicking accuracy of goals scored relative to the AS and C conditions. Also, the kicking accuracy of the EF condition was significantly better than the C condition. Additionally, the results demonstrated that the EF/AS condition resulted in fewer missed shots compared to the C condition. There were no significant differences in blocked shots between the conditions. The findings suggest that promoting an external focus of attention and autonomy support collectively may enhance penalty kick performance.

Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review.

Dynamic visualizations such as videos or animations have been developed to exchange information that transforms over time across a broad range of professional/academic contexts. However, such visual tools may impose substantial demands on the learner's cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing different instructional designs to manage learner cognitive load. This paper reviews a series of experimental studies assessing the effects of certain instructional designs on learning of tactical scenes of play through dynamic visualizations. An electronic database search was performed on the Web of Science and PubMed/Medline databases from inception to July 2020 using a combination of relevant keywords. Manual searches were also made. The search was limited to English language. A total of 515 records were screened by two researchers using the Population/Intervention/Comparison/Outcome(s) (PICO) criteria. The quality and validity of the included studies were assessed using "QualSyst". Learning indicators in students and/or players (male and female) at any age category and competitive level were considered. Eleven studies met the inclusion criteria for this review, which focused on the effects of four instructional designs (i.e., using static visualizations, employing sequential presentation, applying segmentation, and decreasing presentation speed) on learning various game systems through dynamic visualizations. These studies indicate that (i) the effectiveness of all instructional designs depend upon the level of learners' expertise when learning soccer/Australian football scenes through animations/videos, (ii) the effectiveness of using static visualizations instead of animations/videos showing soccer/basketball scenes depend upon the type of the depicted knowledge (i.e., motor knowledge or descriptive knowledge) for novice learners, (iii) the effectiveness of employing static visualizations and decreasing presentation speed when learning soccer/basketball scenes from animations/videos depend upon the level of content complexity, for novice learners. The current review demonstrated important practical implications for both coaches and physical education teachers using either animations and/or videos to communicate game systems. Indeed, findings suggested that adapting instructional designs to the level of learners' expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective tactical learning from dynamic visualizations.

Efficacy of using non-linear pedagogy to support attacking players' individual learning objectives in elite-youth football: A randomised cross-over trial.

The present study examined the efficacy of a coaching curriculum, based on non-linear pedagogy, on improving attacking players' individual learning objectives (ILOs) in elite-youth football. Participants included 22 attacking players (i.e., centre-forwards, wide-players and attacking midfield players) from a professional football academy in England. The players were randomly appointed to both control (CON) and intervention (INT) periods following baseline measures. The INT (non-linear) and CON (linear) periods were both designed to support the ILOs provided to each player as part of the elite player performance plan. The study adopted a randomised cross-over design and ILOs considered important for attacking players (i.e., strong foot finishing, weak foot finishing, 1-v-1 and decision-making) were evaluated using the Loughborough Shooting Skill Test. The results showed significant differences for INT in 1-v-1 (P< 0.02) and decision-making (P< 0.01). However, there were no significant differences for strong foot finishing, weak foot finishing or time taken. These results support non-linear pedagogy in developing 1-v-1 game play and decision-making but not for technical shooting proficiency.

Evaluating the impact of a coach development intervention for improving coaching practices in junior football (soccer): The "MASTER" pilot study.

The aim of this pilot study was to evaluate the impact of a novel coach development intervention (MASTER) on coaching practices of football coaches. The study involved six coaches (of 10-12 year old) from one representative football club (Australia February-July 2017). The 15-week multi-component intervention included a face-to-face workshop, ongoing mentoring, modelled training sessions, peer assessments and group discussions. MASTER is underpinned by positive coaching and game-based coaching practices and aimed to educate coaches on how to implement and operationalise a number of evidence-based coaching elements. At each of baseline and immediate post-intervention coaches were filmed three times and evaluated using a modified version of the Coach Analysis Intervention System. Using linear mixed model analysis, significant changes were observed for time spent performing playing-form activities [+15.4% (95% CI 6.01-24.79)(t(15) = 3.5, P = 0.003], with significant changes in the type of interventions undertaken and the nature of feedback given to athletes. Program feasibility was examined using measures of recruitment, retention, adherence and satisfaction. Results indicate program feasibility and high coach evaluation ratings. MASTER demonstrated effectiveness for improving coaching practices of football coaches during training sessions. Further large-scale trials will build evidence for the utility of MASTER for guiding coaching practices in football and other sporting codes.

Prática de atividade física e participação esportiva associadas à violência em adolescentes: uma revisão sistemática / Physical activity and sports participation associated with violence in adolescents: a systematic review

RESUMO O presente estudo conduziu uma revisão da literatura que com o objetivo de investigar a relação entre a prática de atividade física (AF) e de esportes com violência e agressão entre adolescentes. Uma busca estruturada foi conduzida em três bases de dados (PubMed, Web of Science e Scielo) utilizando três campos de busca para população (adolescentes), AF/esportes e vioência/agressão. Dos 618 estudos encontrados, 555 foram selecionados por título e resumo, 63 foram lidos na íntegra e 24 foram incluídos para análise. Foi observada uma prevalência de 83% de estudos transversais, e o tamanho das amostras variou entre 210 e 71854 adolescentes. Medidas de violência e AF/esportes foram diversas. Dentre os 24 estudos analisados, seis não encontraram relação entre AF/esportes e violência, oito verificaram que AF/esportes foram fator de proteção, e 15 identificaram uma relação positiva entre AF/esportes e violência. Os achados sugerem que AF/esportes estão relacionados a uma maior exposição a conflitos e comportamentos agressivos, que podem escalar para outras relações fora do contexto da atividade feita. Contudo, o tipo de AF e o contexto parecem ter um importante papel na promoção de conflitos, com atividades coletivas com conflito direto, como futebol, oferecendo maior chance de promover agressividade comparados com atividades individuais sem conflito direto.

ABSTRACT The present study conducted a review of the literature that aimed to investigate the relationship between the practice of physical activity (PA) and sports with violence and aggression among adolescents. A structured search was conducted on three databases (PubMed, Web of Science and Scielo) using three fields for the population (adolescents), PA/sports and violence/aggression. Of the 618 studies identified, 555 were screened by the title and abstract, 63 had the full text screened and 24 were selected for inclusion and analysis. Most studies were cross-sectional (53%), and sample size varied between 210 and 71854 adolescents. Metrics of violence and PA/sports were very diverse. Of the 24 analyzed studies, six studies found no association between PA/sports and violence, eight found that PA/sports were a protective factor, and 15 found a positive relationship between PA/sports and violence. The findings suggest that PA/sports are related to higher exposition to conflicts, and aggressive behavior, which may escalate to other relationships amongst adolescents outside of the context of PA/sports. The type of PA practiced may play an important role in promoting conflicts, with team-based sports with direct conflict being more likely to promote aggressiveness compared to individual sports without direct conflicts.

it was competitive, it was very competitive!: memories of performance sports in curitibas private schools (1980-1990) / era competitivo, era muito competitivo!: memórias do esporte escolar de rendimento em escolas particulares de curitiba (1980-1990)

ABSTRACT The present study investigated performance school sports practiced in private schools of Curitiba-PR, between 1980 and 1990, through interviews with coaches, athletes and sports managers who experienced the phenomenon in that period. The research is qualitative, and the investigation method used was pure Thematic Oral History. The analyses allowed observing that a good portion of Curitiba's schools back then had performance sports teams; the context of Curitiba's school sports was a sort of metaphor for professional sports; there was a hegemony of team sports; the women's sport sedimented on the interviewees' memory was gymnastics; teams were highly valued in schools; school teams participated in national and international championships; despite the performance character, there was already a difference from the sports played at clubs; some education institutions partnered with sports clubs.

RESUMO O presente estudo investigou a prática do esporte escolar de rendimento em escolas particulares de Curitiba-PR, entre os anos de 1980 e 1990, por meio de entrevistas com técnicos, atletas e gestores esportivos que vivenciaram o fenômeno no período. A pesquisa é de caráter qualitativo e o método de investigação utilizado foi a História Oral temática pura. A partir das análises percebeu-se que boa parte das escolas curitibanas da época mantinham equipes esportivas de rendimento; o contexto do esporte escolar curitibano era uma espécie de metáfora do esporte profissional; havia uma hegemonia dos esportes coletivos; o esporte feminino sedimentado na memória dos entrevistados foi a ginástica; as equipes eram muito valorizadas dentro dos colégios; os times escolares participavam de campeonatos nacionais e internacionais; apesar do caráter de rendimento, já existia diferença do esporte praticado em clubes; algumas instituições de ensino faziam parcerias com clubes esportivos.

Tgfu e coordenação motora: os efeitos de um programa de ensino no desempenho tático-técnico no handebol / Tgfu and motor coordination: the effects of a teaching program on tactical-technical performance in handball

RESUMO Objetivou-se categorizar as sessões de aula via TGfU e TGfU+CM para determinar a consistência da aplicação dos conteúdos dos modelos de ensino e analisar o impacto do desempenho tático-técnico de escolares iniciantes da modalidade de handebol, após o programa de ensino. A amostra compôs-se de 43 sujeitos (14,3±0,46), divididos em dois grupos (G1 - TGfU e G2 - TGfU+CM), sendo que ambos receberam unidades didáticas de 20 sessões de aula com a mesma duração. A categorização das aulas trouxe fidedignidade a aplicação dos programas de ensino empregados e, após a intervenção pelo TGfU, apenas o sexo masculino apresentou melhoras em ambos os grupos na performance de jogo, apresentando TE grande para o G2 (0,610) e TE médio para o G1 (0,487). Quanto à análise entre grupos não se encontrou diferença significativamente estatística após a intervenção para nenhuma das variáveis do estudo. Conclui-se, por meio do teste de aderência, que os programas de ensino aplicados aos dois grupos experimentais foram semelhantes, modificando apenas a inserção do conteúdo de coordenação motora para o G2, sendo ambos capazes de proporcionar melhoras significativas para o sexo masculino, considerando o efeito tempo para o desempenho tático-técnico.

ABSTRACT The study was performed aiming to categorize the class sessions through TGfU and TGfU+CM to determine the effectiveness of the teaching models application and analyze the changes on handball students tactical-technical performance after the teaching program. The sample is constituted by 43 subjects (14,3±0,46) separated in two groups (G1 - TGfU e G2 - TGfU+CM), both which received teaching units with 20 class sessions of the same time duration. The categorizing of the classes granted reliability to the teaching programs applied and after the TGfU intervention only male subjects showed better performance during the game in both groups, indicating high Effect Size for group 2 (0,610) and average effect size for group 1 (0,487). Regarding the analysis between groups, there were no statistically significant differences post intervention in any of the study variables. It stands concluded that it was possible to verify, through the adherence test, that the applied teaching programs were similar in both groups, differing only the motor coordination matter input for G2, and that the teaching program was able to cause significant improvement for the male gender subjects considering the time effect for the tactical-technical performance.

Jogos escolares da rede pública do estado da bahia: análise das edições 2009 a 2017 / Bahia state public schools championship: analysis of editions from 2009 to 2017

RESUMO A partir da análise documental de 210 relatórios dos Jogos Escolares da Rede Pública da Bahia (JERP), este estudo teve por objetivo descrever a evolução histórica do JERP de 2009 a 2017, considerando as modalidades comuns e inovadoras ofertadas, número de escolares, número de escolas, número de professores e recursos financeiros descentralizados. Verificamos que as modalidades inovadoras foram numericamente superiores às modalidades comuns e apresentaram maior diversificação das práticas esportivas; o número de escolares, escolas e professores na primeira etapa dos jogos (dentro das escolas) foi superior a terceira etapa (regional), além de aumentar ao longo dos anos em ambas as etapas; e que o valor financeiro descentralizado tendeu a crescer no período histórico analisado. Concluímos que o JERP se apresenta como uma oportunidade dos alunos vivenciarem diferentes modalidades esportivas, entretanto esta oportunidade é ressaltada apenas na primeira etapa. Em relação aos recursos financeiros descentralizados para o JERP, parece não haver planejamento prévio com relação a proporção destes recursos e a proporção de escolares participantes deste programa. Sugerimos maior concentração de recursos em competições locais do que estaduais, uma vez que atendem mais crianças e jovens e favorecem a valorização da diversificação de modalidades e respeito à cultura esportiva local.

ABSTRACT Based on the documentary analysis of 210 reports of the Scholars Games of the Bahia State Public System (JERP), this study aimed to describe the historical evolution of the JERP from 2009 to 2017 considering the common and innovative modalities offered, number of school children, number of schools , number of teachers and decentralized financial resources. It was verified that the innovative modalities were numerically superior to the common modalities and presented a greater diversification of the sports practices; the number of students, schools, and teachers in the games' first stage (inside of the schools) was superior to the third stage (regional), besides increase over the years in both stages; and that the decentralized financial value tended to grow in the historical period analyzed. It is concluded that the JERP presents itself as an opportunity for students to experience different sports modalities, however this opportunity is highlighted only in the first stage. Regarding the decentralized financial resources for the JERP, there seems to be no prior planning regarding the proportion of these resources and the proportion of students participating in this program. We suggest a higher concentration of resources in local rather than state competitions, since the local competitions serve more children and young people and support the modalities diversification and respect to the local sports culture.

Aprendizagens do e no Futebol: sobre os ensaios e a constituição da habilidade / Learning of and in soccer: about the trials and the constitution of skill / Aprendizaje de y el fútbol: en ensayos y la constitución la capacidad

Este artigo aborda a aprendizagem de uma prática muito popular no Brasil: o futebol. Produzido a partir de pesquisa etnográfica (em um bairro de Belo Horizonte/BR) em diálogo com a antropologia, o estudo desvelou elementos que envolvem a aprendizagem nesse esporte: os contextos de produção e os modos de participação; as relações de poder/aprendizagem entre novatos e veteranos; as mudanças nas formas de participação; a constituição de identidades; os ensaios futebolísticos como contextos de aprendizagem. A centralidade/densidade das aprendizagens constituídas nos ensaios futebolísticos (repetidos exercícios dos praticantes com a bola) permitiu recortar essas práticas como foco. Neste artigo, essas práticas foram colocadas em dois grupos: ensaios "solo" (quando um praticante se envolve na produção de movimentos futebolísticos com a bola) e os ensaios "guiados" (quando mais de um praticante está envolvido na produção de movimentos futebolísticos).

This paper discusses the learning of a practice very popular in Brazil: soccer. Made from ethnographic research (in Belo Horizonte / BR) in dialogue with the anthropology of learning, the study unveiled elements that involve learning / participation in this sport: the contexts of production and modes of participation, power relations/learning among novice and veteran, the changes in the forms of participation, the constitution of identities, football trials as learning contexts. The centrality/density of learning constituted in trials (repeated exercises of the practitioners with the ball) allowed to put such practices as focus. In this article, these practices were put into two groups: trials "solo" (when a practitioner engages in the production of football moves with the ball) and the essays "guided" (when more than one practitioner is involved in producing movements football).

El artículo discute un aprendizaje de una práctica popular en Brasil: el fútbol. Producido a partir de una etnografica (Belo Horizonte/BR) en diálogo con una antropología, el estudio reveló elementos de aprendizaje de este deporte: los contextos producción y modos de participación; las relaciones de poder / aprendizaje entre los principiantes y veteranos; los cambios en las formas de participación; la constitución de las identidades; los ensayos como contextos de aprendizaje. La centralidad/densidad de aprendizaje incorporado en los ensayos de fútbol (repetidos ejercicios que practican con la pelota) permitido poner estas prácticas en el foco. En este artículo, estas prácticas fueron colocados en dos grupos: ensayos "Solo" (cuando un practicante se involucra en la producción de movimientos con la pelota de fútbol) y ensayos "dirigido" (cuando más de un practicante está involucrado en la producción de movimientos de fútbol).

Observations of youth football training: How do coaches structure training sessions for player development?

We used systematic observation tools to explore the structure (i.e., activity and inactivity) and sequencing (i.e., the types of activities used) of football coaching sessions in Australia following the implementation of a new National Curriculum. Youth soccer coaches (n = 34), coaching within the Skill Acquisition (U11-U13 n = 19) and Game Training (U14-U17 n = 15) phases of the Football Federation Australia National Curriculum participated. Participants were filmed during a regular coaching session, with systematic observation of the session undertaken to provide a detailed analysis of the practice activities and coach behaviours. Findings indicated a session comprised of Playing Form activities (40.9%), Training Form activities (22.3%), inactivity (31%), and transitions between activities (5.8%). Coaches prescribed more Training Form activities (e.g., individual (5.4%) and drills (15.1%)) early in the session and progressed to Playing Form activities (i.e., small-sided games (15.3%) then larger games (24.8%)) later in the session. Most inactivity reflected the players listening to the coach - either in a team huddle (9.9%) or frozen on the spot during an activity (16.5%). In addition, coaches generally spent over 3 min communicating to players prior to explaining and introducing an activity regardless of when in the session the activity was scheduled.

Significações de jogo: um estudo com professores de Educação Física / Meanings of play: a study with school-level Physical Education teachers / Significaciones del juego: un estudio con profesores escolares de Educación Física

Este trabalho investigou as significações de jogo constituídas pelos professores de Educação Física que atuam nas primeiras séries do ensino fundamental. Utilizou-se a entrevista semiestruturada para analisar: a função do trabalho com o jogo; as significações procedentes de professores de outras áreas e da equipe gestora sobre o trabalho com o jogo e; as condições de trabalho com o jogo. Os resultados revelaram: a tensão entre o competir/cooperar, a desvalorização do futebol e a busca pela ressignificação; a valorização sobre a necessidade de trabalhar a leitura e a escrita, as capacidades físicas e o futebol; sendo que os maiores incômodos encontram-se centrados no objetivo a ser alcançado e no "como", ao invés de "por quê". Concluiu-se que o trabalho com o jogo vive um processo de busca de valorização e ressignificação da sua função, o que reitera a necessidade desse olhar historicizado para o sujeito que constitui a Educação Física escolar.

This paper investigated the meanings imbued by Physical Education teachers upon play activities with their students from the first primary education classes. We have employed semi-structured interview in order to analyze: the function of play within their work; the meanings coming from teachers of other disciplines and the administrative team about this work with play; and the conditions of the work with play. The results revealed: a tension between competing and cooperating, the devaluing of soccer and a search to re-signification; the valuing of the need to work on reading and writing; physical abilities and soccer; and the central issues are around the final goal of play and the "how" instead of "why". We have reached the conclusion that work with play is going through a process of search for value and re-signification of its function, which reiterates the need for this historical approach for the subject that constitutes school-level Physical Education.

Este trabajo investigó las significaciones de juego constituidas por los profesores de Educación Física actuantes en los primeros grados de la escuela primaria. Se utilizaron entrevistas semiestructuradas para analizar: la función del trabajo con juegos; los significados provenientes de profesores de otras áreas y el equipo de gestión sobre el trabajo con juegos y; las condiciones de trabajo con juegos. Los resultados revelaron: la tensión entre competir/cooperar, la desvalorización del fútbol y la búsqueda de su resignificación; la valorización de la necesidad de trabajar con lecto-escritura, las capacidades físicas y el fútbol; siendo que las mayores dificultades se encuentran alrededor del objetivo a alcanzar y en el "cómo", en vez del "por qué". Se concluyó que el trabajo con juegos pasa por un proceso de búsqueda de una valorización y resignificación de su función, lo que reitera la necesidad de esta mirada histórica del sujeto constituido por la Educación Física escolar.

Jovens: escola, futebol e projetos de vida / Young: school, soccer and projects of life

Esse artigo buscou compreender os projetos de vida de 11 meninos entre quinze e dezesseis anos, estudantes do primeiro ano de ensino médio de uma escola estadual situada em São Carlos-SP. De abordagem qualitativa, se utilizou questionários e formação de grupos focais para a coleta dos dados. Os resultados foram organizados em quatro categorias de discussão: i) "significado de ser jovem", ii) "significação da escola na vida dos jovens", iii) "significado do futebol na vida dos jovens" e iv) "jovens, projetos de vida, crenças e desejos sobre o futuro". Os participantes apontaram a escola como base em seus futuros, legitimando o cumprimento do ciclo regular na ideia de ser "alguém na vida". Somado a isso, o futebol foi significado como modo de socialização, paixão, lazer e sonho, sendo visto como possibilidade de valorização pessoal, social e financeira, embora deflagrada a dificuldade de tal desejo ser sustentável em relação a crença dos próprios jovens.

This article presents the life projects of male adolescents in the first year of high school of a public state school in São Carlos, SP, Brazil, their relationships and roles assigned to school and to football. The answers to a questionnaire enabled the subject classification into two focal groups which were conducted towards the understanding of the research goals. The results were divided into four categories: i)"meaning of being young," ii) "meaning of school in young people life", iii) "meaning of soccer in young people life" and iv) "young people, life projects, beliefs and desires about the future". Participants pointed the school as their future basis, legitimating the fulfillment of the regular cycle aiming to be "someone in life". In addition, football meant: socialization, passion, pleasure, dream, and it could be seen as personal, social and financial appreciation, although it triggered the difficulty of such desire to be sustainable over their own belief.

Este artículo busca la comprensión de proyectos de vida de 11 chicos con edad entre quince y dieciséis años, estudiantes de primer año de enseñanza media de una escuela pública situada en São Carlos-SP. De enfoque cualitativo, ha sido aplicado un cuestionario en secuencia por la formación de grupos focales. Los resultados fueron organizados en cuatro categorías: i) "significado de ser joven", ii) "significación de la escuela en la vida de los jóvenes", iii) "significado del fútbol en la vida de los jóvenes" y iv) "jóvenes, proyectos de vida, creencias y deseos sobre el futuro". Los participantes señalan la escuela como base en sus futuros, legitimando el cumplimiento del ciclo regular en la idea de ser "alguém na vida". Añadido a esto, el fútbol es considerado como medio de socialización, pasión, ocio y sueño, siendo visto como posibilidad de valorización personal, social y financiera, aunque los jóvenes siguen viendo complicado hacer sostenibles sus deseos.

A imitação da intenção e as atividades ritmadas abrem espaço para uma criatividade quase desaparecida dos campos de futebol? / Imitation of intent and rhythmical activities space open for creativity almost missing of soccer fields? / Imitación de intención y actividades rítmicos el espacio abierto para la creatividad casi falta de campos de fútbol?

Os jogadores de futebol atuam de forma semelhante. Observamos que a maioria deles domina, passa, finta, chuta de forma muito homogênea; temos a impressão que os gestos são sempre os mesmos e os lances de ousadia são cada vez mais escassos. Realizamos um estudo junto à Escolinha de Futebol da FEF-UFMT, apoiada na teoria do "Se-movimentar", utilizando, nas aulas da modalidade, as atividades ritmadas, a "imitação da intenção" bem como o incentivo à imaginação e criatividade como pontos de partida para uma possível transformação desse modelo hegemônico. Observamos as possibilidades e contribuições dessas experiências alternativas de prática na melhoria das habilidades específicas dos alunos e quanto à possibilidade da escola de futebol poder se tornar um espaço de liberdade, de criatividade e de inclusão dos alunos "comuns". Os resultados da experimentação foram surpreendentes e promissores.

Football players act in a similar way. We observed that most of them dominates, passes, dribbles, shoots very homogeneously; we have the impression that the gestures are always the same and the boldness bids are increasingly scarce. We conducted a study with the Football Little School FEF-UFMT, based on the theory of "If-move", using the lessons of the sport, the rhythmic activities, the "imitation of intent" and encouraging imagination and creativity as points departure for a possible transformation of this hegemonic model. We note the possibilities and contributions of these alternative experiences of practice in improving specific skills of the students and the possibility of the school football can become a space of freedom, creativity and inclusion of students 'common'. The results of the trial were amazing and promising

Los jugadores de fútbol actúan muy parecido. Hemos observado que la mayoría de ellos domina, pases, regates, dispara de forma muy homogénea; tenemos la impresión de que los gestos son siempre los mismos y las ofertas audacia son cada vez más escasos. Hemos llevado a cabo un estudio con el fútbol escuelita FEF-UFMT, basado en la teoría de "si-movimiento", utilizando las lecciones de este deporte, las actividades rítmicas, la "imitación de intención" y fomentar la imaginación y la creatividad como puntos partida para una posible transformación de este modelo hegemónico. Tomamos nota de las posibilidades y las contribuciones de estas experiencias alternativas de la práctica en la mejora de las habilidades específicas de los estudiantes y la posibilidad de que el fútbol de la escuela puede convertirse en un espacio de libertad, la creatividad y la inclusión de los estudiantes "común". Los resultados del estudio fueron sorprendentes y prometedores.

A Preliminary Study of the Effects of a Comprehensive Teaching Program, Based on Questioning, to Improve Tactical Actions in Young Footballers.

The aim of this study was to analyze the effect of a comprehensive teaching program, based on questioning on decision making, and execution in football. The intervention program, based on teaching games for understanding model and including the application of questioning in a context of modified games, was applied during 21 training sessions. A quasi-experimental study with a prepost design with 18 male football players (M = 10.7 year, SD = 0.6) was developed over 18 weeks. Participants were divided into experimental group (n = 9) and control group (n = 9). A total of 1532 actions were observed (1120 passes and 412 dribbling). Results showed that after applying the intervention program, the players in the experimental group showed better decision making in the pass and dribbling actions, and better execution in the pass action, compared with the players from the control group. These results suggest that the application of questioning in a context of modified games must be taken into account to promote tactical training in young footballers and to improve their tactical behavior.