No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Métodos de estudo das habilidades táticas (1): Abordagem comparativa entre jogadores habilidosos e iniciantes - expert & novice-.
Abstract
O levantamento, visando localizar os artigos empíricos dedicados ao estudo das habilidades táticas nos esportes de invasão, publicados no período de 1990-2000, indica a existência de sete diferentes tipos de delineamentos de pesquisa: 1) abordagem comparativa entre jogadores habilidosos e iniciantes - "expert & novice"; 2) abordagem tomada de decisão ou percepção-ação, associada ou não às técnicas de oclusão espacial ou temporal; 3) inventários de avaliação das habilidades esportivas; 4) estudos sobre a percepção visual; 5) estudos sobre as habilidades perceptivo-motoras; 6) estudos sobre as habilidades cognitivas; 7) abordagem comparativa entre modelos de ensino técnico e tático;. A presente revisão narrativa se dedica a reflexão sobre as vantagens e insuficiências metodológicas dos estudos que adotam a abordagem comparativa entre "expert & novice" (n=17). Vários pesquisadores consideram o estudo dos jogadores expert como um recurso auxiliar importante para a compreensão de como habilidades esportivas são adquiridas a partir de um treinamento sistemático. As principais críticas metodológicas apontam para a falta de rigor e precisão na definição de conceitos chaves ou de variáveis operacionais e a carência de instrumentos psicológicos de medida para avaliar a especificidade das habilidades esportivas. A conclusão indica a necessidade de se desenvolver modelos teóricos explicativos aplicados diretamente às variáveis psicológicas específicas do esporte; faz recomendações de cuidados especiais a serem tomados com a consistência interna dos dados; e sugere o investimento na realização de estudos experimentais, superando o caráter descritivo das pesquisas em psicologia do esporte.
... For this reason, a majority of players will show the necessary cognitive capabilities and skills to perform all tactical movements from the age of 15 (González Víllora, Serra-Olivares, Pastor-Vicedo, & Teoldo Da Costa, 2015). In principle, these capabilities should reach an optimal level in adulthood if the individual puts them to use to complete tasks that will result in the development of useful abilities for a full potential performance (Rezende & Valdés, 2003, 2004Tenenbaum, Stewart, & Sheath, 1999). Thus, players go through a lengthy individual development process through which new capabilities emerge, new abilities are trained, and new knowledge is generated. ...
Research in sport pedagogy and its applied recommendations are still characterized by a contrast between the different learning theories from psychology. Traditional theories and their corresponding approaches to the specific case of teaching and learning “how to play [team sports like soccer]” are subject to compatibilities and incompatibilities. We discuss how behaviorism as an approach to teaching the game shows more incompatibilities with the nature of tactical actions when compared to constructivism. As coaches strive to teach the game and make their players and team perform, we argue that teaching the game requires teaching approaches that will help develop their way to play (i.e., tactical behavior) without taking away their autonomy and adaptiveness. The teaching-learning-training process for playing the game should then be conducted to harmonize the characteristics of the contents, the context, and the individual(s) at hand. We provide two illustrated examples and portray how the recommended approaches fit key contents of the game that are observed in the tactical behavior. We finally argue that the coherent design of games provides minimal conditions to teaching approaches, and that such a design should be a priority when elaborating the learning activities along the player development process. As a conclusion, the interactionist theory is the one that best serves the teaching of the game and the development of tactical behavior. We therefore defend that its principles can help coaches tailor their own strategy to teach the game with the many tools.
... For this reason, a majority of players will show the necessary cognitive capabilities and skills to perform all tactical movements from the age of 15 (González Víllora, Serra-Olivares, Pastor-Vicedo, & Teoldo Da Costa, 2015). In principle, these capabilities should reach an optimal level in adulthood if the individual puts them to use to complete tasks that will result in the development of useful abilities for a full potential performance (Rezende & Valdés, 2003, 2004Tenenbaum, Stewart, & Sheath, 1999). Thus, players go through a lengthy individual development process through which new capabilities emerge, new abilities are trained, and new knowledge is generated. ...
This paper puts forward the position that the cognitivist approach adopted in research on decision making in team sports leads to a disconnection from the actual environment of play. The argument is structured as a narrative review of 60 articles that were analyzed to identify the most recent concepts related to the following topics or combinations thereof: tactics and action in the play; decision making and associated cognitive mechanisms and skills; and the teaching–learning–training process. The results of the review led us to characterize decision making in the team sports context as being (a) “prereflected,” (b) based on evaluation, (c) frugal, and (d) “generated,” as opposed to being a process of choosing from alternatives. In addition to showing clear adjustments to the environment of play, the four characteristics imply that teaching, learning, and training to play should also be designed according to the restrictions imposed by the context and the actual lived experience of the play. We conclude that cognition should not be considered solely responsible for decisions, and thus both theoretical and pedagogical models of player development should take the ecological perspective of decision making into account. As a result, the methodologies employed to develop players from an early age could be elaborated on by taking into account the interaction between cognitive skills and the possibilities emerging in the play.
... On another hand, studies also show that players gain experience and knowledge through training and competition 8,9 . This has led to a plethora of studies on expertise 10,11 . Nevertheless, there's a clear interest in assessing youth players in their progression to elite level. ...
Aim
The aim of this research is to identify the mechanisms that lead soccer players to make quality tactical decisions, and how these mechanisms evolve over time.
Methods
Ninety male youth players training in a professional club in Brazil were submitted to a soccer video test which consists in making tactical decisions when the image freezes. These participants were divided in five groups with 18 players in each of following age levels: Under-11, Under-13, Under-15, Under-17 and Under-20. The dominant statements of verbal reports were distributed in categories that reflect key mechanisms. The frequency of correct tactical answers was calculated for each statement types and Standard Residuals (e) were calculated to verify the influence of the mechanisms on the quality of tactical decision for each age level.
Results
Results revealed that evaluation statement was related to accurate tactical decisions from Under-15 age level.
Conclusion
In conclusion, evaluation of perceived information makes better decision makers.
... Esses tipos de avaliação ocorrem em um processo composto por cinco estágios. O método foi construído com base na literatura [9] [10] [11] [12] [13] [14] e refinado através de sua aplicação em dois projetos de laboratório (Projeto SimulES e Projeto Loja Carioca) conduzidos na PUC-Rio [15]. No Projeto SimulES, a equipe de requisitos elaborou requisitos de um jogo online. ...
This study aimed at analyzing the visual and auditory simple reaction times in soccer players from differing categories and field positions. Participated in the study 49 male soccer players, amateurs and professionals, occupying the field positions of goalkeeper, center defender, right and left defender, half-back, midfielder, and forward. Data collection was carried out through a system composed by a switch, a mechanism of visual and auditory stimuli and appropriate acquisition software. Data were analyzed through descriptive and inferential statistics (p < .05). When comparing categories, there was no difference in visual reaction time (VRT). Professionals showed faster auditory reaction times (ART) than amateurs did. Regarding field positions, goalkeepers showed significantly faster VRT than midfielders and there was no difference in terms of ART. Main differences between players from differing categories and field positions may be due to the adoption of more complex strategies in retaining and using visual information in specific situations. ART may be less important in soccer, since this is essentially a visual game.
Influenced by the changes generated by the cognitive revolution of the 1960's, researchers of sports sciences began to attribute great importance to cognitive contents and to the empirical method of study. Such changes led to emphasize mental functioning, stress control, imagination and biofeedback within the sports context. This methodology, however, lacks consistent theoretical reference. The aims of this article are: 1. Describe, on the basis of neurobiology and Beck's cognitive model, cognitive and affective processes that intervene in tactical performance. 2. Propose an intervention strategy for the development of this skill working on the processes previously studied through cognitive therapy contributions. Cognitive elements of tactical performance are acknowledged in the sports decision-making model, which serves as reference for the study of tactical skills development. Initially, description and analysis of the neurobiological bases of cognitive and emotional processes are held, highlighting the potential of emotional interference in perceptual, analytical and motor functioning. Finally, the cognitive model is presented as an intervention strategy on emotional responses. The application in the sports context is favored by the characteristics of its practical form: psychoeducation, team-work, focus on the present, time-limited therapy and orientation to objective problem-solving.
This study aimed at analyzing the visual and auditory simple reaction times in soccer players from differing categories and field positions. Participated in the study 49 male soccer players, amateurs and professionals, occupying the field positions of goalkeeper, center defender, right and left defender, half-back, midfielder, and forward. Data collection was carried out through a system composed by a switch, a mechanism of visual and auditory stimuli and appropriate acquisition software. Data were analyzed through descriptive and inferential statistics (p < .05). When comparing categories, there was no difference in visual reaction time (VRT). Professionals showed faster auditory reaction times (ART) than amateurs did. Regarding field positions, goalkeepers showed significantly faster VRT than midfielders and there was no difference in terms of ART. Main differences between players from differing categories and field positions may be due to the adoption of more complex strategies in retaining and using visual information in specific situations. ART may be less important in soccer, since this is essentially a visual game.
ResearchGate has not been able to resolve any references for this publication.