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Advisor(s)
Abstract(s)
Background: In the last few decades, Nonlinear Pedagogy (NLP) has
emerged with the goal to promote a holistic approach through the use
of Small-Sided Games (SSG), to optimize specific tactical defensive and
offensive behaviours of players. These SSG are designed through the
manipulation of relevant task constraints. Specifically, the balance on
the number of outfield players is a constraint that has been recently
studied because it can change players’ behaviour. However, most of the
studies in this domain have only analysed the acute effects of the
manipulation of different SSG without any idea about the implications
for learning or to improve the transfer between practice tasks to the
context of performance.
Purpose: The main purpose of this study was to understand the effect of
the use of a task of numerical superiority in attack (5 vs 4; NS) before a task
of equal number of player in comparison with the use of only two
numerical equality (5 vs 5; NE) tasks. A second objective was to examine
this effect according to the game principles: keep the ball possession
and progress to the goal.
Method: Twenty footballers (U14 yrs), grouped in teams of five players,
participated in this study. Each team performed two different
sequences of SSG (NS + NE and NE + NE) and in two different conditions
regarding the game principle. 2176 actions were analysed. Decisionmaking was measured through the GPET instrument. Also, it was
assessed the duration of ball possession and the number of ball
touches through a hand notation analysis system.
Results: Results show a tendency to decrease the offensive performance
in the sequence (NS + NE). However, if we compare both initial situations,
significant higher values were observed in the situation with NS. In
addition, regarding the two final situations, there are hardly any
differences between them.
Conclusion: This study highlighted some key pedagogical principles of
the constraints-led approach for designing training environment in
team games. Coaches in formative stages should promote unequal
game situations with superiority number of players in attack, to
facilitate the decision-making and develop the technical skills thanks to
a greater participation and a greater duration of ball possession. As learning progresses, coaches should design equal situations to facilitate
an adaptation to the real game and promote long-term adaptations on
players’ performance. Finally, the game principle is another constraint
to take into account since it promotes variability and boosts the
discovery and exploration of players’ movement solutions.
Description
Keywords
Pedagogical principles Team sports Learning process Tasks manipulation
Citation
Alba Práxedes, David Pizarro, Bruno Travassos, Miguel Domínguez & Alberto Moreno (2022) Level of opposition constrains offensive performance in consecutive game situations. An analysis according to game principles, Physical Education and Sport Pedagogy, 27:3, 291-303, DOI: 10.1080/17408989.2021.1877269