Abstract 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.

中文翻译：

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足球决策的主要特征及其影响

摘要 本文提出了在团队运动决策研究中采用的认知主义方法导致与实际比赛环境脱节的立场。论证的结构是对 60 篇文章的叙述性评论，这些文章经过分析以确定与以下主题或其组合相关的最新概念：戏剧中的战术和动作；决策和相关的认知机制和技能；以及教学-学习-培训过程。审查的结果使我们将团队运动环境中的决策描述为 (a) “预先反映”，(b) 基于评估，(c) 节俭，以及 (d) “生成”，而不是从备选方案中进行选择的过程。除了对游戏环境进行清晰的调整外，这四个特征意味着，游戏的教学、学习和训练也应该根据环境和游戏的实际生活经验所施加的限制进行设计。我们得出的结论是，认知不应被视为对决策完全负责，因此球员发展的理论和教学模型都应考虑决策的生态视角。因此，可以通过考虑认知技能与游戏中出现的可能性之间的相互作用来详细阐述用于从小培养球员的方法。我们得出的结论是，认知不应被视为对决策完全负责，因此球员发展的理论和教学模型都应考虑决策的生态视角。因此，可以通过考虑认知技能与游戏中出现的可能性之间的相互作用来详细阐述用于从小培养球员的方法。我们得出的结论是，认知不应被视为对决策完全负责，因此球员发展的理论和教学模型都应考虑决策的生态视角。因此，可以通过考虑认知技能与游戏中出现的可能性之间的相互作用来详细阐述用于从小培养球员的方法。