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Level of opposition constrains offensive performance in consecutive game situations

2021-01-24Journal article Open access
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dc.contributor.authorPráxedes, Alba
dc.contributor.authorPizarro, David
dc.contributor.authorTravassos, Bruno
dc.contributor.authorDomínguez, Miguel
dc.contributor.authorMoreno, Alberto
dc.date.accessioned2022-11-21T10:36:32Z
dc.date.available2022-11-21T10:36:32Z
dc.date.issued2021-01-24
dc.description.abstractBackground: 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.pt_PT
dc.description.sponsorshipThis study has been carried out thanks to the contribution of the Junta de Extremadura through the European Regional Development Fund. A way to make Europe [GR18129].pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationAlba 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: 10.1080/17408989.2021.1877269pt_PT
dc.identifier.doi10.1080/17408989.2021.1877269pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.6/12396
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.subjectPedagogical principlespt_PT
dc.subjectTeam sportspt_PT
dc.subjectLearning processpt_PT
dc.subjectTasks manipulationpt_PT
dc.titleLevel of opposition constrains offensive performance in consecutive game situationspt_PT
dc.title.alternativeAn analysis according to game principlespt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage303pt_PT
oaire.citation.issue3pt_PT
oaire.citation.startPage291pt_PT
oaire.citation.titlePhysical Education and Sport Pedagogypt_PT
oaire.citation.volume27pt_PT
person.familyNamePRÁXEDES PIZARRO
person.familyNamePizarro
person.familyNameTravassos
person.familyNameMoreno
person.givenNameALBA
person.givenNameDavid
person.givenNameBruno
person.givenNameAlberto
person.identifier.ciencia-id5F1A-5DFD-8FBE
person.identifier.orcid0000-0001-8959-480X
person.identifier.orcid0000-0002-0859-0709
person.identifier.orcid0000-0002-2165-2687
person.identifier.orcid0000-0003-0112-9394
person.identifier.ridJ-4326-2017
person.identifier.scopus-author-id36490697400
person.identifier.scopus-author-id36183386000
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication15ae325a-6d5f-43d7-970d-57d9147c309e
relation.isAuthorOfPublication74ec5895-7997-42be-be39-e4daa01dda0b
relation.isAuthorOfPublication44921471-78bc-4cb3-997f-920fdc726c8d
relation.isAuthorOfPublicationd772bc56-c587-4b71-be7a-63cc4d8e97d5
relation.isAuthorOfPublication.latestForDiscovery74ec5895-7997-42be-be39-e4daa01dda0b

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