Perception of the difficulty of analytical tasks against global tasks for youth soccer players

  1. García-Angulo, Antonio 1
  2. García-Angulo, Francisco Javier 2
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Federación de Fútbol de la Región de Murcia
Revista:
Sportis: Revista Técnico-Científica del Deporte Escolar, Educación Física y Psicomotricidad

ISSN: 2386-8333

Any de publicació: 2018

Títol de l'exemplar: Mayo 2018

Volum: 4

Número: 2

Pàgines: 306-330

Tipus: Article

DOI: 10.17979/SPORTIS.2018.4.2.3344 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Sportis: Revista Técnico-Científica del Deporte Escolar, Educación Física y Psicomotricidad

Resum

Within the training processes in soccer, it is necessary for the design of tasks, that the perception of the coach's difficulty coincides with that of his players, a fact that does not always occur. Therefore, the aims of this study are: a) to assess the perception of difficulty experienced by children in sport initiation compared to tasks according to the level of difficulty perceived by the coach; and b) to identify the technical and tactical patterns of greatest learning difficulty for players in sports initiation. To this end, a qualitative study was designed with youth players in sport initiation (n=11), on which a series of tasks were applied that their trainer had ordered based on their perception of the difficulty. The most notable results show that: a) the development of certain tasks of an analytical nature that are assumed to be simpler means greater degrees of complexity for youth soccer players; and b) the perception that coaches have of the difficulty involved in small sided games is greater than the difficulty perceived by young players on this type of tasks. This data can be used by coaches in training categories to improve the design of tasks, and thus adapt the training methodology to the players.

Referències bibliogràfiques

  • Abrantes, C. I., Nunes, M. I., MaÇãs, V. M., Leite, N. M., &Sampaio, J. E. (2012). Effects of the number of players and game type constraints on heart rate, rating of perceived exertion, and technical actions of small-sided soccer games. The Journal of Strength &Conditioning Research, 26(4), 976-981.
  • Alarcón, F. (2008). Incidencia de un programa de entrenamiento para la mejora táctica colectiva del ataque posicional de un equipo de baloncesto masculino. Tesis Doctoral no publicada. Universidad de Granada.
  • Alarcón, F., Cárdenas, D., Miranda, M. T., Ureña, N., &Piñar, M. I. (2010). La metodología de enseñanza en los deportes de equipo. Revista de investigación en educación, 7, 91-103.
  • Aguiar, M., Gonçalves, B., Botelho, G., Lemmink, K., &Sampaio, J. (2015). Footballers’ movement behaviour during 2-, 3-, 4-and 5-a-side small-sided games. Journal of sports sciences, 33(12), 1259-1266.
  • Baard, P. P., Deci, E. L., &Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and weil‐being in two work settings. Journal of applied social psychology, 34(10), 2045-2068.
  • Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental psychology, 25(5), 729.
  • Billing, J. (1980). An overview of task complexity. Motor skills: theory into practice, 4(1), 18-23.
  • Blomqvist, M., Vänttinen, T., &Luhtanen, P. (2005). Assessment of secondary school students' decision-making and game-play ability in soccer. Physical Education and Sport Pedagogy, 10(2), 107-119.
  • Bunker, D., &Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of physical education, 18(1), 5-8.
  • Casamichana, D., &Castellano, J. (2010). Time–motion, heart rate, perceptual and motor behaviour demands in small-sides soccer games: Effects of pitch size. Journal of sports sciences, 28(14), 1615-1623.
  • Chow, J. Y., Davids, K., Button, C., Shuttleworth, R., Renshaw, I., &Araujo, D. (2006). Nonlinear pedagogy: a constraints-led framework for understanding emergence of game play and movement skills. Nonlinear dynamics, psychology, and life sciences, 10(1), 71-103.
  • Conte, L., Moreno-Murcia, J. A., Pérez, G., &Iglesias, D. (2016). Traditional and comprehensive comparison methodology in practice basketball. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, (51).
  • Falces-Prieto, M., Casamichana, D., Sáez de Villarreal, E., Requena-Sánchez, B., Carling, C., &Suárez-Arronez, L. J. (2015). The presence of the head coach during a small-sided game: effects on players´ internal load and technical performance. RICYDE. Revista Internacional de Ciencias del Deporte, 11(41), 245-257.
  • Gallahue, D. L. (1982). Assessing motor development in young children. Studies in Educational Evaluation, 8(3), 247-252.
  • García-Angulo, A., García-Angulo, F.J., &Ortega, E. (2017). Grado de satisfacción y preferencias técnico-tácticas de jugadores de balonmano en etapas de formación según el sexo de los jugadores. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, 6(2), 21-30.
  • García-Angulo, A., Ortega, E., &Mendoza, R. (2014). Grado de satisfacción y preferencias de jugadores de balonmano en acciones técnico-tácticas según la categoría de juego. E-balonmano. com: Revista de Ciencias del Deporte, 10(3).
  • González-Víllora, S., García-López, L. M., Gutiérrez, D., &Contreras, O. R. (2010). Estudio descriptivo sobre el desarrollo táctico y la toma de decisiones en jóvenes jugadores de fútbol (12 años). Infancia y aprendizaje, 33(4), 489-501.
  • González-Víllora, S., García-López, L. M., Gutiérrez, D., &Pastor-Vicedo, J. C. (2013). Tactical awareness, decision making and skill in youth soccer players (under-14 years). Journal of Human Sport and Exercise, 8(2).
  • Hays, K., Thomas, O., Maynard, I., &Bawden, M. (2009). The role of confidence in world-class sport performance. Journal of sports sciences, 27(11), 1185-1199.
  • Hill-Haas, S. V., Coutts, A. J., Dawson, B. T., &Rowsell, G. J. (2010). Time-motion characteristics and physiological responses of small-sided games in elite youth players: the influence of player number and rule changes. The journal of strength &conditioning research, 24(8), 2149-2156.
  • Kim, J. (2006). Task difficulty as a predictor and indicator of web searching interaction. In CHI'06 Extended Abstracts on Human Factors in Computing Systems (pp. 959-964). ACM.
  • Lapresa, D., Arana, J., Anguera, M. T., &Garzón, B. (2013). Comparative analysis of sequentiality using SDIS-GSEQ and THEME: A concrete example in soccer. Journal of sports sciences, 31(15), 1687-1695.
  • Lapresa, D., Arana, J., Garzón, B., Egüén, R., &Amatria, M. (2010). Adapting Competition in Beginners' Football: A Comparative Study of 3-a-side football and 5-a-side Football in the Under-eights. Apunts. Educació Física i Esports, (101), 43.
  • Li, Y., &Lima, R. P. (2002). Rehearsal of task variations and contextual interference effect in a field setting. Perceptual and motor skills, 94(3), 750-752.
  • Mitchell, S. A., Oslin, J. L., &Griffin, L. L. (2013). Teaching sport concepts and skills: A tactical games approach for ages 7 to 18. Human Kinetics.
  • Olthof, S. B., Frencken, W. G., &Lemmink, K. A. (2017). Match-derived relative pitch area changes the physical and team tactical performance of elite soccer players in small-sided soccer games. Journal of sports sciences, 1-7.
  • Pinder, R. A., Davids, K., Renshaw, I., &Araújo, D. (2011). Representative learning design and functionality of research and practice in sport. Journal of Sport and Exercise Psychology, 33(1), 146-155.
  • Quested, E., Ntoumanis, N., Viladrich, C., Haug, E., Ommundsen, Y., Van Hoye, A., ... &Duda, J. L. (2013). Intentions to drop-out of youth soccer: A test of the basic needs theory among European youth from five countries. International Journal of Sport and Exercise Psychology, 11(4), 395-407.
  • Raastad, O., Aune, T. K., &van den Tillaar, R. (2016). Effect of practicing soccer juggling with different sized balls upon performance, retention, and transfer to ball reception. Motor control, 20(4), 337-349.
  • Renshaw, I., Chow, J. Y., Davids, K., &Hammond, J. (2010). A constraints-led perspective to understanding skill acquisition and game play: A basis for integration of motor learning theory and physical education praxis?. Physical Education and Sport Pedagogy, 15(2), 117-137.
  • Sampaio, J., &Maçãs, V. (2012). Measuring tactical behaviour in football. International journal of sports medicine, 33(05), 395-401.
  • Schmidt, R. A., &Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological science, 3(4), 207-218.
  • Tallir, I., Musch, E., Valcke, M., &Lenoir, M. (2005). Effects of two instructional approaches for basketball on decision-making and recognition ability. International Journal of Sport Psychology, 36(2), 107-126.
  • Thorpe, R., &Bunker, D. (1997). A changing focus in games teaching. Physical education in schools, 2.
  • Vickers, J. N., Livingston, L. F., Bohnert, S., &Holden, D. (1999). Decision training: the effects of complex instruction, variable practice and reduced delayed feedback on the acquisition and transfer of a motor skill. Journal of sports sciences, 17(5), 357-367.
  • Weinberg, R. S., &Gould, D. (2014). Foundations of Sport and Exercise Psychology, 6th edition. Human Kinetics.
  • Zurita, F., Pérez, A. J., González, G., Castro, M., Chacón, R., &Ambris, J. (2016). Estilos de enseñanza de entrenadores y su relación con la ansiedad de los jugadores en diferentes categorías de futbol base. Sportis Sci J, 2(3), 390-411.
Fuente de los datos: Dialnet