Propuesta metodológica para el aprendizaje de dos elementos tácticos del fútbol en jugadores de 9 tácticos del fútbol en jugadores de 9 ugadores de 9-10 años 10 años 10 años

  1. Iván Rivilla Arias 1
  1. 1 1Universidad Internacional de La Rioja, España.
Revista:
Revista Internacional de Deportes Colectivos

ISSN: 1989-841X

Año de publicación: 2014

Número: 18

Páginas: 82-92

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Internacional de Deportes Colectivos

Resumen

The present study offers the results of our research into the tactical evolution of soccer players built on a methodological proposal based on Teaching Games for Understanding (TGfU) approach. The sample was formed by a group of 24 9/10-yearold players. An experimental group of 12 players took part in a program designed with situations 3 vs. 3. A control group participated in a training session based on this technique. The participants were assessed during two 15-minute times in a real-life context similar to the practice observed in a competitive game. The findings show that in the final assessment the members of the experimental group achieved significantly better results than the players belonging to the control group. Besides that, their training was much more successful. To conclude, we have proved that modified games provide a suitable tool for the technical teaching of young soccer players

Referencias bibliográficas

  • Castejon, F.J.; López Ros, V. “Solución mental y solución motriz en la iniciación a los deportes colectivos en educación primaria”. Apunts, 2000, 61, p. 37-47.
  • Correia, V.; Araujo, D.; Duarte, R.; Travassos, B., Passos, P.,Davids, K. Changes in practice task constraints shape decision-making behaviours of team games players. Journal of Science & Medicine in Sport, 2012, 15(3), 244-249.
  • French, K. E.; Thomas, J. R. The Relation of Knowledge Development to Children’s Basketball Performance. Journal of Sport Psychology, 1987, 9(1), 15-32.
  • García López, L.M. El enfoque de enseñanza del modelo horizontal estructural en la iniciación deportiva. En Revista de escuela universitaria de Magisterio Toledo, 2001, Nº 11, p. 43-56.
  • García López, L. M. La transferencia en los modelos horizontales de iniciación deportiva. 2004. Tesis doctoral no publicada. Universidad Castilla-La Mancha.
  • García López, L.M. Las implicaciones cognitivas en la práctica deportiva: Constructivismo y enseñanza comprensiva de los deportes. En juego y deporte en el ámbito escolar: Aspectos curriculares y actuaciones prácticas, 2006, p. 207-230.
  • García López, L.M.; Contreras R.O.; Penney, D.; Chandler, T. The role of the transfer in games teaching: Implications for the development of the sports curriculum. European Physical education review, 2009, Vol 5, p. 47-63.
  • García López, L. M.; González Villora, S.; Gutiérrez, D.; Serraolivares, J. Development and validation of the Game Performance Evaluation Tool (GPET) in soccer. SportTK. Revista Euroamericana de Ciencias del Deporte, 2013, 2(1), 89-99
  • González Villora S.; Gil Madrona, P.; Pastor, J.C. Diseño y aplicación del modelo comprensivo de los deportes en el “floorball” como instrumento de formación del profesorado. En pulso: Revista de Educación, 2008, Nº31, p.93-115.
  • Griffin, L. L.; Dodds, P.; Placek, J. H.; Tremino, F. Chapter 4. Middle School Students Conceptions of Soccer: Their Solutions to Tactical Problems. Journal of Teaching in Physical Education, 2001, vol. 20(4), 324.
  • Holt, N. L.; Strean, W. B.; García Bengoechea, E. Expanding the teaching games for understanding model: new avenues for future research and practice. Journal of Teaching in Physical Education, 2002, vol 21(2), 162-176.
  • Jones, C.; Farrow, D. The transfer of strategic knowledge: A test of the games classificaction curriculum model. The bulletin of Physical Education, 2007, nº 2, p. 103-123.
  • Renshaw, I.; Jia Yi, C.; Davids, K.; Hammond, J. 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 & Sport Pedagogy, 2010, vol 15(2), 117-137.
  • Thorpe, R.; Bunker, D. From theory to practice: two examples of an understanding approach to the teaching of games. En Bulletin of Physical Education. 1982. London.
  • Thorpe, R.; Bunker, D.; Almond, L. Rethinking Games Teaching. Loughborough. 1984. UK.
Fuente de los datos: Dialnet