Abstract
The objective of this study was to design and analyse the differences and/or similarities of two homogeneous intervention programmes (didactic units) based on two different teaching methods, Direct Instruction (DI) and Tactical Games Approach (TGA), for teaching school-age soccer. The sample was composed of 58 tasks, 29 for each intervention programme. The pedagogical and external Training Load (eTL) variables recorded in the Integral System for Training Tasks Analysis (SIATE) were studied. The two intervention programmes were compared using Chi-Square, Mann-Whitney U and the Adjusted Standardized Residuals statistical tests. Likewise, the strength of association of the variables under study was calculated using Cramer’s Phi and Cramer’s V coefficients. Both intervention programmes had the same number of tasks (n = 29), sessions (n = 12), game phases (x2= 0.000; p = 1.000), specific contents (x2 = 5.311; p = 0.968) and didactic objectives, as well as different levels of eTL (U = 145.000; p = 0.000; d = 1.357); which are necessary requirements to be considered similar. The differences and/or similarities between both intervention programmes will offer teachers guidelines to develop different didactic units using the specific DI and TGA methodologies.
Highlights
The teaching–learning process from when an individual begins their sports learning until they are able to put into practice, with a certain amount of effectiveness, what they have learned in an actual game situation, is called sports initiation [1].Sports initiation can be approached both in the curricular and extracurricular context.Independently of the context in which it takes place, this teaching should be centred on an educational and formative framework [2]
The study sample was composed of a total of 58 tasks included in two intervention programmes based on two different teaching methods, of which 29 corresponded to the Direct Instruction in Soccer (DIS) programme and the remaining 29 to the TGAS programme
The DIS and TGAS intervention programmes can be used by physical education teachers for teaching soccer in schools
Summary
The teaching–learning process from when an individual begins their sports learning until they are able to put into practice, with a certain amount of effectiveness, what they have learned in an actual game situation, is called sports initiation [1].Sports initiation can be approached both in the curricular and extracurricular context.Independently of the context in which it takes place, this teaching should be centred on an educational and formative framework [2]. Delgado [3] states that schools are the places where educational and formative sport can be guaranteed, and that it must fulfil a series of characteristics to be considered as such: it must be participative, coeducational, creative, play-oriented, take account of diversity, and promote value education In this regard, Castejón [4] points to three proposals that every physical education teacher should bear in mind so that the sports teaching has an educational sense: a) a greater incidence on the ambits of cognitive, affective-social and motor knowledge; b) involvement of the students in the design and implementation of the tasks, taking their interests and needs into account; and c) improvement of the evaluation processes, moving towards an educational evaluation. A series of aspects has to be taken into account: the characteristics of the students; an analysis of the context, Sports 2019, 7, 74; doi:10.3390/sports7030074 www.mdpi.com/journal/sports
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