Full-text resources of PSJD and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl
Preferences help
Polish version English version Language
enabled [disable] Abstract
Number of results

Results found: 2

Number of results on page
first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Content available remote

Game-Based Approaches’ Pedagogical Principles: Exploring Task Constraints in Youth Soccer

100%
Serra-Olivares J., González-Víllora S., García-López L. M., Araújo D.
Journal of Human Kinetics
|
2015
|
vol. 46
|
issue 1
251-261
EN
This study tested the use of two pedagogical principles of Game-based approaches, representation and exaggeration, in the context of game performance of U10 soccer players. Twenty-one players participated in two 3 vs. 3 small-sided games. The first small-sided game was modified by representation. The second small-sided game was modified by enhancing the penetration of the defense tactical problem for invasion games. Decision-making and execution were assessed using the Game Performance Evaluation Tool. No significant differences were observed between games in the number of decision-making units related to keeping possession, nor in those related to penetrating the defense. No significant differences were observed in any execution ability (ball control, passing, dribbling and get free movements). The findings suggested that both games could provide similar degeneracy processes to the players for skill acquisition (specific and contextualized task constraints in which they could develop their game performance and the capability to achieve different outcomes in varying contexts). Probably both games had similar learner-environment dynamics leading players to develop their capabilities for adapting their behaviours to the changing performance situations. More research is necessary, from the ecological dynamics point of view, to determine how we should use small-sided games in Game-based approaches.
2
Publication available in full text mode
Content available

Representativeness of Offensive Scenarios to Evaluate Perceptual-Cognitive Skills of Water Polo Players

64%
Casanova F., Pereira R., Canossa S., Padilha M., Bagatin R., Teoldo I., González-Víllora S., Fernandes R. J., Tavares F.
Central European Journal of Sport Sciences and Medicine
|
2020
|
vol. 29
|
issue 1
11-19
EN
The aim of this study was to trial several attacking offensive sequences as representative for further use in research on the perceptual-cognitive skills of water polo players. Elite water polo coaches were presented with separate test film sequences encompassing 80 structured water polo offensive plays. Each clip was approximately 6 s–7 s long with an inter-clip interval of 5 s–10 s, where a red dot was displayed on-screen at the start of the clip to indicate the area of first appearance of the ball. The order of presentation of the video clips was counterbalanced and randomly determined. The criteria were scored on a 5-point Likert-type scale. From the 80 clips presented, only 56 showed high agreement (W = 1; p < 0.05) and internal consistence reliability between the expert observers (α = 0.980; p < 0.05). Furthermore, a very high reproducibility (Z = 0; p = 1) was obtained between viewing sessions. The results obtained determine that 56 offensive scenarios were representative of the water polo game and as such may be useful in evaluating the perceptual-cognitive skills of the players.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.