The impact of nonlineThe impact of nonlinar pedagogy on decision-making and execution in youth soccer players according to game actions

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The impact of nonlineThe impact of nonlinar pedagogy on decision-making and execution in youth soccer players according to game actions

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Title: The impact of nonlineThe impact of nonlinar pedagogy on decision-making and execution in youth soccer players according to game actions
Author: Praxedes Pizarro, Alba; Villar Álvarez, Fernando Del; Pizarro Mateo, David; Moreno Domínguez, Alberto
Abstract: El objetivo de este estudio fue analizar el efecto de un programa de enseñanza, basado en la Pedagogía No Lineal, sobre la toma de decisiones y el rendimiento en los jóvenes futbolistas en función del tipo de acción de juego. Nuestros participantes fueron 19 jugadores de la categoría de edad U12. El programa de enseñanza, que se basaba en la aplicación de juegos modificados caracterizados por una superioridad numérica en el ataque, se utilizó en 14 sesiones de entrenamiento. Este programa se llevó a cabo en dos fases (preparación para la intervención e intervención). La toma de decisiones y la ejecución de las acciones de pase y regate se evaluaron a través de la Herramienta de Evaluación del Rendimiento del Juego. Los resultados mostraron diferencias significativas a favor del grupo experimental en la toma de decisiones (p < .000) y en la ejecución de pases (p = .003) después de la intervención. Sin embargo, no se encontraron tales diferencias para el regate (toma de decisiones, p = .402 y ejecución, p = .143). Estos hallazgos demuestran la eficacia de este tipo de programa para enseñar acciones con un alto componente táctico, como el pase, y se debe considerar un enfoque diferente en acciones con un alto componente técnico, como el regate. Es necesario seguir desarrollando estudios en esta línea para aclarar estas cuestiones.The aim of this study was to analyze the effect of a teaching program, based on Non-Linear Pedagogy, on decision-making and performance in youth soccer players as a function of the type of play action. Our participants were 19 players from the U12 age category. The teaching program, which was based on the application of modified games characterized by a numerical superiority in attack, was used for 14 training sessions. This program was conducted in two phases (preparation-for-intervention and intervention). Decision-making and execution for pass and dribbling actions were evaluated through the Game Performance Evaluation Tool. The results showed significant differences in favour of the experimental group in decision-making (p < .000) and the execution of passes (p = .003) after the intervention. However, such differences were not found for dribbling (decision-making, p = .402 and execution, p = .143). These findings demonstrate the effectiveness of this type of program for teaching actions with a high tactical component, such as the pass, and a different approach must be considered in actions with a high technical component, such as dribbling. It is necessary to continue developing studies in this line to clarify these issues.
URI: http://hdl.handle.net/10662/11450
Date: 2018


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