Limits...
Game-Based Approaches' Pedagogical Principles: Exploring Task Constraints in Youth Soccer.

Serra-Olivares J, González-Víllora S, García-López LM, Araújo D - J Hum Kinet (2015)

Bottom Line: No significant differences were observed between games in the number of decision-making units related to keeping possession, nor in those related to penetrating the defense.Probably both games had similar learner-environment dynamics leading players to develop their capabilities for adapting their behaviours to the changing performance situations.More research is necessary, from the ecological dynamics point of view, to determine how we should use small-sided games in Game-based approaches.

View Article: PubMed Central - PubMed

Affiliation: Departamento de Pedagogía en Educación Física. Facultad de Educación. Universidad Católica de Temuco. Temuco, Chile.

ABSTRACT
This study tested the use of two pedagogical principles of Game-based approaches, representation and exaggeration, in the context of game performance of U10 soccer players. Twenty-one players participated in two 3 vs. 3 small-sided games. The first small-sided game was modified by representation. The second small-sided game was modified by enhancing the penetration of the defense tactical problem for invasion games. Decision-making and execution were assessed using the Game Performance Evaluation Tool. No significant differences were observed between games in the number of decision-making units related to keeping possession, nor in those related to penetrating the defense. No significant differences were observed in any execution ability (ball control, passing, dribbling and get free movements). The findings suggested that both games could provide similar degeneracy processes to the players for skill acquisition (specific and contextualized task constraints in which they could develop their game performance and the capability to achieve different outcomes in varying contexts). Probably both games had similar learner-environment dynamics leading players to develop their capabilities for adapting their behaviours to the changing performance situations. More research is necessary, from the ecological dynamics point of view, to determine how we should use small-sided games in Game-based approaches.

No MeSH data available.


Related in: MedlinePlus

The 3 vs 3 SSG modified by the pedagogical principles of representation and exaggeration (SSG-R&E) This game is focused on the tactical problem of penetrating the defense.It is played in an area of 29.5 × 15 meters. The main objective is to score as many points as possible.One point is scored when an offensive player receives the ball from a teammate behind the opposing team’s goal (an imaginary line of 15 meters between two cones).Each team defends its own goal and attacks the opposing team’s goal.Attackers are allowed to control, pass, dribble, kick and support (get-free) during the game.Dribbling to advance to the opposing goal is forbidden.
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f2-jhk-46-251: The 3 vs 3 SSG modified by the pedagogical principles of representation and exaggeration (SSG-R&E) This game is focused on the tactical problem of penetrating the defense.It is played in an area of 29.5 × 15 meters. The main objective is to score as many points as possible.One point is scored when an offensive player receives the ball from a teammate behind the opposing team’s goal (an imaginary line of 15 meters between two cones).Each team defends its own goal and attacks the opposing team’s goal.Attackers are allowed to control, pass, dribble, kick and support (get-free) during the game.Dribbling to advance to the opposing goal is forbidden.

Mentions: A comparative study was designed. The participants were assessed in two different SSGs. The order in which they played these games was randomised. The first game was modified by representation (Figure 1), and the second game was modified by the pedagogical principles of representation and exaggeration (Thorpe et al., 1986). The second game highlighted the tactical problem of “penetrating the defense” (Figure 2). The two games lasted for 8 min, divided into two halves. In this sense, we analysed the influence of the tactical problems in invasion games (Bayer, 1992) as task constraints on the tactical behaviour of the players, that is, as an example of the degeneracy processes of dynamical systems.


Game-Based Approaches' Pedagogical Principles: Exploring Task Constraints in Youth Soccer.

Serra-Olivares J, González-Víllora S, García-López LM, Araújo D - J Hum Kinet (2015)

The 3 vs 3 SSG modified by the pedagogical principles of representation and exaggeration (SSG-R&E) This game is focused on the tactical problem of penetrating the defense.It is played in an area of 29.5 × 15 meters. The main objective is to score as many points as possible.One point is scored when an offensive player receives the ball from a teammate behind the opposing team’s goal (an imaginary line of 15 meters between two cones).Each team defends its own goal and attacks the opposing team’s goal.Attackers are allowed to control, pass, dribble, kick and support (get-free) during the game.Dribbling to advance to the opposing goal is forbidden.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4519216&req=5

f2-jhk-46-251: The 3 vs 3 SSG modified by the pedagogical principles of representation and exaggeration (SSG-R&E) This game is focused on the tactical problem of penetrating the defense.It is played in an area of 29.5 × 15 meters. The main objective is to score as many points as possible.One point is scored when an offensive player receives the ball from a teammate behind the opposing team’s goal (an imaginary line of 15 meters between two cones).Each team defends its own goal and attacks the opposing team’s goal.Attackers are allowed to control, pass, dribble, kick and support (get-free) during the game.Dribbling to advance to the opposing goal is forbidden.
Mentions: A comparative study was designed. The participants were assessed in two different SSGs. The order in which they played these games was randomised. The first game was modified by representation (Figure 1), and the second game was modified by the pedagogical principles of representation and exaggeration (Thorpe et al., 1986). The second game highlighted the tactical problem of “penetrating the defense” (Figure 2). The two games lasted for 8 min, divided into two halves. In this sense, we analysed the influence of the tactical problems in invasion games (Bayer, 1992) as task constraints on the tactical behaviour of the players, that is, as an example of the degeneracy processes of dynamical systems.

Bottom Line: No significant differences were observed between games in the number of decision-making units related to keeping possession, nor in those related to penetrating the defense.Probably both games had similar learner-environment dynamics leading players to develop their capabilities for adapting their behaviours to the changing performance situations.More research is necessary, from the ecological dynamics point of view, to determine how we should use small-sided games in Game-based approaches.

View Article: PubMed Central - PubMed

Affiliation: Departamento de Pedagogía en Educación Física. Facultad de Educación. Universidad Católica de Temuco. Temuco, Chile.

ABSTRACT
This study tested the use of two pedagogical principles of Game-based approaches, representation and exaggeration, in the context of game performance of U10 soccer players. Twenty-one players participated in two 3 vs. 3 small-sided games. The first small-sided game was modified by representation. The second small-sided game was modified by enhancing the penetration of the defense tactical problem for invasion games. Decision-making and execution were assessed using the Game Performance Evaluation Tool. No significant differences were observed between games in the number of decision-making units related to keeping possession, nor in those related to penetrating the defense. No significant differences were observed in any execution ability (ball control, passing, dribbling and get free movements). The findings suggested that both games could provide similar degeneracy processes to the players for skill acquisition (specific and contextualized task constraints in which they could develop their game performance and the capability to achieve different outcomes in varying contexts). Probably both games had similar learner-environment dynamics leading players to develop their capabilities for adapting their behaviours to the changing performance situations. More research is necessary, from the ecological dynamics point of view, to determine how we should use small-sided games in Game-based approaches.

No MeSH data available.


Related in: MedlinePlus