RESUMEN
El objetivo del presente estudio fue analizar el efecto de un programa de Enseñanza Comprensiva sobre la toma de decisiones y ejecución del pase y de la conducción en el fútbol sala en un contexto educativo. Participaron 21 alumnos con edades comprendidas entre los 12 y los 14 años. Las variables independientes fueron el programa de intervención basado en el modelo Teaching Games for Understanding (TGFU) y la experiencia en fútbol sala federado. Las variables de toma de decisiones y ejecución fueron evaluadas a través del instrumento de observación Game Performance Evaluation Tool (GPET). Los resultados mostraron una mejoría significativa en la toma de decisión del pase en el grupo sin experiencia tras la aplicación del programa. Sin embargo, en el grupo con experiencia no fueron encontradas diferencias en ninguna de las variables. Los resultados destacan la necesidad de establecer adaptaciones e individualizar las tareas de aprendizaje en el contexto educativo, en función del nivel de habilidad de los alumnos.
The purpose of the study was to analyse the effects of a Comprehensive Teaching Programme on decision-making and execution, pass and dribbling actions in indoor football within an educational context. Participants were 21 students aged 12-14. Independent variables were the intervention program based on the Teaching Games for Understanding (TGfU) model and the experience in federated indoor football. Decisionmaking and execution variables were assessed through the observation instrument Game Performance Evaluation Tool (GPET). The results show significant improvement in decision making for pass after the application of the program to the unexperienced group; however, those differences were not found in the experienced group. The results point out the need to adjust and individualize learning tasks in the educational context, depending on students skill level.
O objetivo deste estudo foi analisar o efeito de um Programa de Ensino Compreensivo na tomada de decisões e execução do passe e das ações de drible em futsal num contexto educativo. Participaram 21 alunos com idades entre 12 e 14 anos. As variáveis independentes foram o programa de intervenção baseado no modelo Teaching Games for Understanding (TGFU) e a experiência no futsal federado. As variáveis de tomada de decisão e de execução, foram avaliadas através do instrumento de observação Game Performance Evaluation Tool (GPET). Os resultados mostraram uma melhoria significativa na tomada de decisão do passe no grupo sem experiência após a aplicação do programa. No entanto, no grupo com experiência não foram encontradas diferenças em nenhuma das variáveis. Os resultados destacam a necessidade de estabelecer adaptações e individualizar as tarefas de aprendizagem no contexto educativo, em função do nível de habilidade dos alunos.
Asunto(s)
Humanos , Adolescente , Deportes/educación , Deportes/psicología , FútbolRESUMEN
The main objective of this study was to analyse the variables that predicted setting efficacy in complex I (KI) in volleyball, in formative categories and depending on gender. The study sample was comprised of 5842 game actions carried out by the 16 male category and the 18 female category teams that participated in the Under-16 Spanish Championship. The dependent variable was setting efficacy. The independent variables were grouped into: serve variables (a serve zone, the type of serve, striking technique, an in-game role of the server and serve direction), reception variables (a reception zone, a receiver player and reception efficacy) and setting variables (a setter's position, a setting zone, the type of a set, setting technique, a set's area and tempo of a set). Multinomial logistic regression showed that the best predictive variables of setting efficacy, both in female and male categories, were reception efficacy, setting technique and tempo of a set. In the male category, the jump serve was the greatest predictor of setting efficacy, while in the female category, it was the set's area. Therefore, in the male category, it was not only the preceding action that affected setting efficacy, but also the serve. On the contrary, in the female category, only variables of the action itself and of the previous action, reception, affected setting efficacy. The results obtained in the present study should be taken into account in the training process of both male and female volleyball players in formative stages.
