The effects of a comprehensive teaching program on dribbling and passing decision-making and execution skills of young footballers

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The effects of a comprehensive teaching program on dribbling and passing decision-making and execution skills of young footballers

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Title: The effects of a comprehensive teaching program on dribbling and passing decision-making and execution skills of young footballers
Author: Práxedes Pizarro, Alba; Moreno Domínguez, Alberto; Sevil Serrano, Javier; García González, Luis; Villar Álvarez, Fernando del
Abstract: La importancia de la toma de decisiones sobre qué hacer y la ejecución de habilidades dentro de la experiencia deportiva se ha enfatizado en muchos estudios de investigación. Por lo tanto, el objetivo de este estudio fue evaluar el efecto de un programa de enseñanza integral de 22 sesiones sobre el comportamiento táctico de acuerdo con diferentes acciones (pasar y driblar) en jóvenes futbolistas. Este programa se basó en el modelo de Juegos de enseñanza para la comprensión (TGfU) (Bunker & Thorpe, 1982). Se desarrolló una intervención de diseño cuasi-experimental con nueve futbolistas (U-12) durante un período de 15 semanas, que se dividió en dos fases: pre-intervención (compuesta de seis sesiones y medida durante tres partidos) e intervención (compuesta de 22 Sesiones y medidos durante 12 partidos). Se llevaron a cabo dos medidas durante la última fase: una medida intermedia durante las primeras 11 sesiones, y una medida final, durante las restantes 11 sesiones. Se observaron un total de 2 432 acciones (1 793 pases y 639 acciones de goteo). Los resultados mostraron una mejora significativa en la toma de decisiones y la capacidad de ejecución de habilidades después de las 22 sesiones, pero no después de las primeras 11 sesiones. Además, se encontraron diferencias entre las dos acciones del juego, dado que se encontró una mejora significativa en ambas variables de la acción de pase, pero solo en la variable de ejecución de la acción de driblar. Estos hallazgos resaltan la necesidad de saber qué tipo de acción se va a capacitar (más táctica o técnica) para adaptar la metodología de la sesión de capacitación. También parece que, para que el programa de enseñanza sea efectivo, debe aplicarse en un plazo más largo de al menos 22 sesiones.The importance of decision-making on what to do and skill execution within sport expertise has been emphasized in many research studies. Thus, the aim of this study was to assess the effect of a 22-session comprehensive teaching program on tactical behavior in agreement with different actions (passing and dribbling) in young footballers. This program was based on the Teaching Games for Understanding (TGfU) model (Bunker & Thorpe, 1982). A quasi-experimental design intervention was developed with nine footballers (U-12) over a 15-week period, which was divided into two phases: pre-intervention (comprised of six sessions and measured during three matches) and intervention (comprised of 22 sessions and measured during 12 matches). Two measures were carried out during the latter phase: an intermediate measure during the First 11 sessions, and a final measure, during the remaining 11 sessions. A total of 2 432 actions were observed (1 793 passes and 639 dribbling actions). Results showed a significant improvement in decision-making and skill execution capabilities after the 22 sessions but not after the first 11 sessions. In addition, differences were found between the two game actions, given that a significant improvement was encountered in both variables of the pass action, but only in the execution variable of the dribbling action. These findings highlight the need to know which type of action is going to be trained (more tactical or technical) in order to adapt the training session methodology. It also seems that, for the teaching program to be effective, it should be applied over a longer timeline of at least 22 sessions.
URI: http://hdl.handle.net/10662/8995
Date: 2017


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