ABSTRACT

Background

In the last few decades, Nonlinear Pedagogy (NLP) has emerged with the goal to promote a holistic approach through the use of Small-Sided Games (SSG), to optimize specific tactical defensive and offensive behaviours of players. These SSG are designed through the manipulation of relevant task constraints. Specifically, the balance on the number of outfield players is a constraint that has been recently studied because it can change players’ behaviour. However, most of the studies in this domain have only analysed the acute effects of the manipulation of different SSG without any idea about the implications for learning or to improve the transfer between practice tasks to the context of performance.

Purpose

The main purpose of this study was to understand the effect of the use of a task of numerical superiority in attack (5 vs 4; NS) before a task of equal number of player in comparison with the use of only two numerical equality (5 vs 5; NE) tasks. A second objective was to examine this effect according to the game principles: keep the ball possession and progress to the goal.

Method

Twenty footballers (U14 yrs), grouped in teams of five players, participated in this study. Each team performed two different sequences of SSG (NS + NE and NE + NE) and in two different conditions regarding the game principle. 2176 actions were analysed. Decision-making was measured through the GPET instrument. Also, it was assessed the duration of ball possession and the number of ball touches through a hand notation analysis system.

Results

Results show a tendency to decrease the offensive performance in the sequence (NS + NE). However, if we compare both initial situations, significant higher values were observed in the situation with NS. In addition, regarding the two final situations, there are hardly any differences between them.

Conclusion

This study highlighted some key pedagogical principles of the constraints-led approach for designing training environment in team games. Coaches in formative stages should promote unequal game situations with superiority number of players in attack, to facilitate the decision-making and develop the technical skills thanks to a greater participation and a greater duration of ball possession. As learning progresses, coaches should design equal situations to facilitate an adaptation to the real game and promote long-term adaptations on players’ performance. Finally, the game principle is another constraint to take into account since it promotes variability and boosts the discovery and exploration of players’ movement solutions.

中文翻译：

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对手的水平限制了连续比赛情况下的进攻表现。根据博弈原理进行分析

摘要

背景

在过去的几十年中，出现了非线性教育学 (NLP)，其目标是通过使用小型游戏 (SSG) 来促进整体方法，以优化玩家的特定战术防御和进攻行为。这些 SSG 是通过操纵相关任务约束来设计的。具体来说，外场球员数量的平衡是最近研究的一个约束，因为它可以改变球员的行为。然而，该领域的大多数研究只分析了操纵不同 SSG 的急性影响，而对学习的影响或改进实践任务之间的转移与绩效环境没有任何想法。

目的

本研究的主要目的是了解在相同数量的玩家任务之前使用攻击中的数值优势任务（5 vs 4；NS）与仅使用两个数值相等（5 vs 5；NE) 任务。第二个目标是根据比赛原则检查这种效果：保持控球权并前进到球门。

方法

二十名足球运动员（U14 岁）参加了这项研究，他们分成五人一组。每支队伍都进行了两种不同的 SSG 序列（NS + NE 和 NE + NE），并在关于游戏原则的两种不同条件下进行。分析了 2176 个动作。决策是通过 GPET 仪器测量的。此外，还通过手记法分析系统评估了控球的持续时间和触球次数。

结果

结果显示在序列（NS + NE）中进攻表现有降低的趋势。然而，如果我们比较两种初始情况，在 NS 的情况下观察到显着更高的值。此外，关于最后两种情况，它们之间几乎没有任何区别。

结论

本研究强调了在团队游戏中设计训练环境的约束导向方法的一些关键教学原则。处于成长阶段的教练员应该提倡不公平的比赛情况，在进攻中拥有优势球员的数量，通过更多的参与和更长的控球时间来促进决策和发展技术技能。随着学习的进展，教练应该设计平等的情境，以促进对真实比赛的适应，并促进对球员表现的长期适应。最后，游戏原则是另一个需要考虑的约束，因为它促进了可变性并促进了对玩家运动解决方案的发现和探索。