How Informational Constraints for Decision-Making on Passing, Dribbling and Shooting Change With the Manipulation of Small-Sided Games Changes in Futsal

2021 ◽  
pp. 003151252110163
Author(s):  
David Pizarro ◽  
Alba Práxedes ◽  
Bruno Travassos ◽  
Bruno Gonçalves ◽  
Alberto Moreno
Keyword(s):  
Decision Making ◽  
Performance Evaluation ◽  
Temporal Relations ◽  
Interpersonal Distance ◽  
Evaluation Tool ◽  
Full Field ◽  
Shooting Decisions ◽  
Game Performance ◽  
Support Decision Making ◽  
Age Category

In this study, we explored how manipulating floaters’ positions in small-sided futsal games (SSGs) promote changes in the informational constraints that support decision-making (DM) for passing, dribbling and shooting tactics. We made changes in four experimental 3 vs 3 small-sided game conditions with 30 male futsal players (U19 age category): (a) Floaters Off (FO), (b) Final Line Floaters (FLF), (c) Lateral Floaters own field sideline (LFofsl) and (d) Lateral Floaters full field sideline (LFffsl). We assessed players’ activity with WIMU PRO™ software during the SSGs, using the Game Performance Evaluation Tool (GPET) to analyze a total of 1,635 decisions. DM for dribbling was generally based on the interpersonal distance between the ball carrier and direct opponent, considering the defensive team length and the offensive team area. Shooting decisions were constrained, by certain attacking-defending teams’ spatial-temporal relations with regard to playing space and team balance as affected by manipulating floaters’ positions. The coaches’ decisions to change the floaters’ positions during SSGs may change informational variables sustaining the dribbling decision, but no changes in SSG variables affected passing DM.

scholarly journals Contributions of the GPET to the GPAI: tactical context adaptation and game behaviour (Contribuciones del GPET al GPAI: adaptación al contexto táctico y comportamiento de juego)

Retos ◽  
2018 ◽  
pp. 323-328
Author(s):  
Luis Miguel García López ◽  
David Gutiérrez Diaz del Campo
Keyword(s):  
Decision Making ◽  
Performance Evaluation ◽  
Performance Assessment ◽  
Assessment Instrument ◽  
Decision Making Process ◽  
Evaluation Tool ◽  
Context Adaptation ◽  
Game Situation ◽  
Toma De Decisiones ◽  
Game Performance

Abstract. The Game Performance Evaluation Tool (GPET) is an instrument that allows us to obtain information about the student's decision-making process during their participation in games. The usual instruments reflect the final result of student's decision. However, the GPET offers an analysis of the context in which the decision has been made, and allows teachers to establish a certain degree of quality in the decision taken. Thus, the GPET helps us to distinguish in the decision-making process, not only "what has been done" from "what should have been done" in a specific game situation (Gutiérrez, González, García-López, Mitchell, 2011), but also it gives us information about the player's adaptation to the tactical context in which he/she is involved during game play. According Godbout (1990), this adaptation to the tactical context describes the decisional process, rather than the result. Given that the GPET is an instrument initially designed for research, in this article we present how to take advantage of the GPET novelties, applying them in an instrument with a clear teaching orientation, such as the Game Performance Assessment Instrument (GPAI) (Mitchell, Oslin and Griffin, 2013).Resumen. El Game Performance Evaluation Tool (GPET, en español Herramienta de Evaluación del Rendimiento de Juego), es un instrumento que nos permite obtener información sobre el proceso de toma de decisiones del alumno durante su participación en los juegos deportivos. Los instrumentos habituales reflejan el resultado final de la decisión del alumno. Sin embargo, el GPET hace un análisis del contexto en el que se ha tomado la decisión, y permite que el docente pueda establecer cierta gradación en la calidad de la decisión tomada. Así, el GPET nos ayuda a distinguir en la toma de decisiones no sólo “qué se ha hecho” de “qué se debería haber hecho” en una situación concreta de juego (Gutiérrrez, González, García-López, Mitchell, 2011), sino también nos aporta información de la adaptación del jugador al contexto táctico en el que se encuentra. Dicha adaptación, de acuerdo con Godbout (1990), nos describe el proceso decisional, más que el resultado. En este artículo presentamos como aprovechar las novedades del GPET, que es un instrumento inicialmente diseñado para el ámbito de la investigación, aplicándolas en un instrumento con una orientación claramente docente, como es el Game Performance Assessment Instrument (GPAI, en español Instrumento de Evaluación del Rendimiento de Juego, de Mitchell, Oslin y Griffin, 2013).

scholarly journals Analysis of Tactical, Decisional and Executional Behaviour According to the Level of Expertise in Squash

2018 ◽  
Vol 61 (1) ◽  
pp. 227-240 ◽  
Author(s):  
María Catalán-Eslava ◽  
Sixto González-Víllora ◽  
Juan C. Pastor-Vicedo ◽  
Onofre R. Contreras-Jordán
Keyword(s):  
Decision Making ◽  
Performance Evaluation ◽  
Athletic Performance ◽  
Regional Level ◽  
Correct Decision ◽  
Evaluation Tool ◽  
High Quality ◽  
Provincial Level ◽  
Four Levels ◽  
Different Levels

Abstract The objective of this study was to analyse the differences in tactical principles, decision-making and execution of the return shot and drop shot of squash players at different levels of proficiency. The sample was composed of 80 players, divided into four levels of expertise (first national category, second national category, autonomous regional level and provincial level). The Squash Performance Evaluation Tool was used for recording the level of decision-making and execution. The results revealed that reading of the context of the game improved as the level of the player’s expertise of both the return shot and the drop shot increased. The correlation between correct decision-making and better quality execution for both the return shot and the drop shot in squash also improved with the player’s level of expertise. According to these results, improvements in situational tactical principles and the application of tactical principles, correct decision-making and high-quality execution are essential to develop the athletic performance level among squash players.

scholarly journals The Impact of Nonlinear Pedagogy on Decision-Making and Execution in Youth Soccer Players According to Game Actions

2018 ◽  
Vol 62 (1) ◽  
pp. 185-198 ◽  
Author(s):  
Alba Práxedes ◽  
Fernando Del Villar ◽  
David Pizarro ◽  
Alberto Moreno
Keyword(s):  
Decision Making ◽  
Soccer Players ◽  
Teaching Program ◽  
Evaluation Tool ◽  
Youth Soccer ◽  
Two Phases ◽  
And Performance ◽  
Play Action ◽  
The Impact ◽  
Game Performance

AbstractThe 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.

scholarly journals Effects of 6 Weeks Direct Instruction and Teaching Games for Understanding Programs on Physical Activity and Tactical Behaviour in U-12 Soccer Players

2020 ◽  
Vol 17 (14) ◽  
pp. 5008
Author(s):  
Juan Vicente Sierra-Ríos ◽  
Filipe Manuel Clemente ◽  
Ezequiel Rey ◽  
Sixto González-Víllora
Keyword(s):  
Physical Activity ◽  
Decision Making ◽  
Direct Instruction ◽  
Vigorous Physical Activity ◽  
Soccer Players ◽  
Control Group ◽  
Football Players ◽  
Evaluation Tool ◽  
Teaching Games For Understanding ◽  
Game Performance

The purpose of this study was to compare the effects of 6 weeks direct instruction and teaching games for understanding (TGfU) programs on the decision-making and execution (post-interventions), as well, as on the physical activity (PA) levels during sessions. Thirty under-12 football players participated in this study (age: 10.3 ± 0.45 years) and were randomly assigned to TGfU (n = 15) or direct instruction (n = 15) group. Two sessions/week were implemented. Results revealed that TGfU promoted higher levels (p = 0.043; d = 2.99) of light PA (28.96%) compared with direct instruction (27.55%). Non-significant higher sedentary PA levels (p = 0.073; d = 2.62) were found in the control group (35.48%). In terms of tactical principles, conservation of the ball increased the percentage of moderate to vigorous physical activity in TGfU (43.60%) compared with direct instruction (38.05%). According to the Game Performance Evaluation Tool (GPET), significant improvements (p = 0.018, d = 3.78) of the attacking player with the ball in the percentage of change between groups in the unsuccessful execution in TGfU (% = −62.2) were observed compared with direct instruction (% = 14.2). TGfU seems to be more appropriate than direct instruction to increase the light PA levels during sessions while no significant differences were found between programs in moderate and vigorous intensities. Regarding the effects of programs in decisions, greater improvements in decisions with the ball were found in TGFU compared to DI.

scholarly journals APLICACIÓN DE UN PROGRAMA DE INTERVENCIÓN PARA MEJORAR LA COMPRENSIÓN TÁCTICA EN FÚTBOL SALA: UN ESTUDIO EN CONTEXTO EDUCATIVO

2015 ◽  
Vol 22 (1) ◽  
pp. 51 ◽  
Author(s):  
Alba Praxédes Pizarro ◽  
Luis García González ◽  
Álvaro Moreno Cortés ◽  
Maria Perla Moreno Arroyo ◽  
Alberto Moreno Domínguez
Keyword(s):  
Performance Evaluation ◽  
Evaluation Tool ◽  
Teaching Games For Understanding ◽  
Game Performance

O objetivo deste estudo foi analisar o efeito de um Programa de Ensino Compreensivo na tomada de decisões e execução do passe e das ações de drible em futsal num contexto educativo. Participaram 21 alunos com idades entre 12 e 14 anos. As variáveis independentes foram o programa de intervenção baseado no modelo Teaching Games for Understanding (TGFU) e a experiência no futsal federado. As variáveis de tomada de decisão e de execução, foram avaliadas através do instrumento de observação Game Performance Evaluation Tool (GPET). Os resultados mostraram uma melhoria significativa na tomada de decisão do passe no grupo sem experiência após a aplicação do programa. No entanto, no grupo com experiência não foram encontradas diferenças em nenhuma das variáveis. Os resultados destacam a necessidade de estabelecer adaptações e individualizar as tarefas de aprendizagem no contexto educativo, em função do nível de habilidade dos alunos.

scholarly journals Observation Criteria for Physical Education Teachers to Identify Gifted Children through Invasion Games

2019 ◽  
Vol 16 (23) ◽  
pp. 4830
Author(s):  
Alejandro Prieto-Ayuso ◽  
Juan Carlos Pastor-Vicedo ◽  
Sixto González-Víllora ◽  
Onofre Contreras-Jordán
Keyword(s):  
Decision Making ◽  
Physical Education ◽  
Mentoring Programs ◽  
Physical Education Teachers ◽  
Gifted Children ◽  
Research Approach ◽  
Evaluation Tool ◽  
Future Studies ◽  
Talent Pool ◽  
Game Performance

Whilst in other curriculum subjects, it exists observation criteria to detect gifted pupils, there is a paucity of information in Physical Education. For that reason, we aimed to reveal the observation criteria for identifying gifted pupils in Physical Education in an invasion game. Physical Education (PE) talent was evaluated combining results of questionnaire to experts, parents, and students. A validated nomination scale (NSIFT) and the Game Performance Evaluation Tool (GPET) were used. The research approach used in this study was transversal, descriptive, and inferential. The talent pool was composed of 18 gifted pupils aged 8–14 (Mage = 11.67, SD = 1.53). The results showed that the most discriminating criteria to identify PE talent were found to be precocity in both execution and decision-making in the acquisition of tactical principles and tactical-technical skills. Getting free was the skill that they best mastered. In conclusion, the importance of tactical principles and decision-making as observation criteria is emphasized. Future studies should focus on developing mentoring programs in Physical Education.

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

2015 ◽  
Vol 46 (1) ◽  
pp. 251-261 ◽  
Author(s):  
Jaime Serra-Olivares ◽  
Sixto González-Víllora ◽  
Luis Miguel García-López ◽  
Duarte Araújo
Keyword(s):  
Decision Making ◽  
Skill Acquisition ◽  
Point Of View ◽  
Soccer Players ◽  
Evaluation Tool ◽  
Task Constraints ◽  
Youth Soccer ◽  
Game Performance ◽  
Decision Making Units ◽  
Pedagogical Principles

AbstractThis 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.

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