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Abstract
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.
Highlights
The contextual nature of soccer presents a high degree of uncertainty
Regarding the moderate to vigorous physical activity (MVPA), no significant differences were found between the two models
Comparing MVPA levels based of previous studies, our research presents an improvement in MVPA levels compared to [32], who measured physical activity among 6–12-year-old children during soccer practice in one hour with 23% of MVPA, and [33], with a soccer training of 50 min, obtained
Summary
The contextual nature of soccer presents a high degree of uncertainty. game dynamical properties are necessary to develop different skills, which allow the player to adapt to situations that arise during the game, aiming to improve the performance [1].To promote more integrative learning, cognitive psychology has proposed alternative teaching methodologies based on an ecological point of view of teaching in sports, being one of the most common approaches to teaching games for understanding (TGfU) [2]. The contextual nature of soccer presents a high degree of uncertainty. Game dynamical properties are necessary to develop different skills, which allow the player to adapt to situations that arise during the game, aiming to improve the performance [1]. To promote more integrative learning, cognitive psychology has proposed alternative teaching methodologies based on an ecological point of view of teaching in sports, being one of the most common approaches to teaching games for understanding (TGfU) [2]. The TGfU model is a contextualized teaching approach based on the use of modified games (MG), to enhance the motivation and decision-making of athletes, favouring the transfer of learning to other sports [3]. The TGfU model is an alternative to direct instruction of sports teaching proposing innovation in the. Public Health 2020, 17, 5008; doi:10.3390/ijerph17145008 www.mdpi.com/journal/ijerph
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