Incidental teaching-learning and its effects on processual tactical knowledge and motor coordination with ball
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Journal of Physical Education (Maringá) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/54132 |
Resumo: | The tactical knowledge and motor coordination with the ball are important contents in the early stages of teaching team sports. Thus, we aimed to evaluate the effects of a team sports teaching-learning program based on implicit learning, on the procedural tactical knowledge (PTK) and motor coordination with the ball of 24 children (10 to 12 years old) from rural (RS) and urban (US) schools. We measured the dependent variables at 4 different times (M1, M2, M3, and M4) and developed the program between the M1-M2 and M3-M4. An increased PTK in attacking and defensive actions with the hands in M3 (17.46) compared to M1 (11.25) for the US group was observed. Regarding the motor coordination, the students presented higher scores for task one in M4 (Hands: US: 3.93 ± 0.27 and RS: 3.90. Feet: US: 4.00 and RS: 4.00) compared to M1 (Hands: US: 1.71 and RS: 1.80. Feet: US: 2.14 and RS: 1.90), as well as in task four in M4 (clockwise and counterclockwise: US: 4.00 and RS: 4.00) compared to M1 (clockwise : US: 1.64 and RS: 0.40, counterclockwise: US: 1.36 and RS: 0.70). We conclude that the program was effective in developing motor coordination. |
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Incidental teaching-learning and its effects on processual tactical knowledge and motor coordination with ballEnsino-aprendizagem incidental e seus efeitos sobre o conhecimento tático processual e a coordenação motora com bolateachinglearningpsychomotor performanceensinoaprendizagemdesempenho psicomotorThe tactical knowledge and motor coordination with the ball are important contents in the early stages of teaching team sports. Thus, we aimed to evaluate the effects of a team sports teaching-learning program based on implicit learning, on the procedural tactical knowledge (PTK) and motor coordination with the ball of 24 children (10 to 12 years old) from rural (RS) and urban (US) schools. We measured the dependent variables at 4 different times (M1, M2, M3, and M4) and developed the program between the M1-M2 and M3-M4. An increased PTK in attacking and defensive actions with the hands in M3 (17.46) compared to M1 (11.25) for the US group was observed. Regarding the motor coordination, the students presented higher scores for task one in M4 (Hands: US: 3.93 ± 0.27 and RS: 3.90. Feet: US: 4.00 and RS: 4.00) compared to M1 (Hands: US: 1.71 and RS: 1.80. Feet: US: 2.14 and RS: 1.90), as well as in task four in M4 (clockwise and counterclockwise: US: 4.00 and RS: 4.00) compared to M1 (clockwise : US: 1.64 and RS: 0.40, counterclockwise: US: 1.36 and RS: 0.70). We conclude that the program was effective in developing motor coordination.O conhecimento tático e a coordenação motora com bola são conteúdos importantes na iniciação aos jogos esportivos coletivos. Assim, objetivou-se avaliar os efeitos de um programa de ensino-aprendizagem dos jogos esportivos coletivos referenciado na aprendizagem implícita, no conhecimento tático processual (CTP) e na coordenação motora com bola de 24 crianças (10 a 12 anos) de escolas da área rural (ER) e urbana (EU). Mensurou-se as variáveis dependentes em 4 momentos diferentes (M1, M2, M3 e M4) e desenvolveu-se o programa entre M1-M2 e M3-M4. Observou-se um aumento do CTP nas ações de ataque e defesa com as mãos para o grupo EU no M3 (17,46) em comparação com M1 (11,25). Em relação à coordenação motora, os alunos apresentaram maiores escores para a tarefa um em M4 (Mãos: EU: 3,93 e ER: 3,90. Pés: EU: 4,00 e ER: 4,00) em relação ao M1 (Mãos: EU: 1,71 e ER: 1,80. Pés: EU: 2,14 e ER: 1,90), bem como na tarefa quatro em M4 (sentido horário e anti-horário: EU: 4,00 e ER: 4,00) em comparação com M1 (sentido horário: EU: 1,64 e ER: 0,40, sentido anti-horário: EU: 1,36 e ER: 0,70). Conclui-se que o programa foi eficaz no desenvolvimento da coordenação motora.Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil2021-07-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/5413210.4025/jphyseduc.v32i1.3262Journal of Physical Education; Vol 32 No 1 (2021): Journal of Physical Education; e-3262Journal of Physical Education; Vol. 32 Núm. 1 (2021): Journal of Physical Education; e-3262Journal of Physical Education; v. 32 n. 1 (2021): Journal of Physical Education; e-32622448-2455reponame:Journal of Physical Education (Maringá)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/54132/751375152468Copyright (c) 2021 Journal of Physical Education https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessAzevedo Lages, Elianey RobertaGreco, Pablo JuanMoreira Praça, GibsonDrumond Moreira, Pedro EmílioGonçalves Duarte, MarceloPérez Morales, Juan Carlos2021-10-25T13:02:04Zoai:periodicos.uem.br/ojs:article/54132Revistahttp://periodicos.uem.br/ojs/index.php/RevEducFis/indexPUBhttps://old.scielo.br/oai/scielo-oai.php||revdef@uem.br2448-24552448-2455opendoar:2021-10-25T13:02:04Journal of Physical Education (Maringá) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Incidental teaching-learning and its effects on processual tactical knowledge and motor coordination with ball Ensino-aprendizagem incidental e seus efeitos sobre o conhecimento tático processual e a coordenação motora com bola |
title |
Incidental teaching-learning and its effects on processual tactical knowledge and motor coordination with ball |
spellingShingle |
Incidental teaching-learning and its effects on processual tactical knowledge and motor coordination with ball Azevedo Lages, Elianey Roberta teaching learning psychomotor performance ensino aprendizagem desempenho psicomotor |
title_short |
Incidental teaching-learning and its effects on processual tactical knowledge and motor coordination with ball |
title_full |
Incidental teaching-learning and its effects on processual tactical knowledge and motor coordination with ball |
title_fullStr |
Incidental teaching-learning and its effects on processual tactical knowledge and motor coordination with ball |
title_full_unstemmed |
Incidental teaching-learning and its effects on processual tactical knowledge and motor coordination with ball |
title_sort |
Incidental teaching-learning and its effects on processual tactical knowledge and motor coordination with ball |
author |
Azevedo Lages, Elianey Roberta |
author_facet |
Azevedo Lages, Elianey Roberta Greco, Pablo Juan Moreira Praça, Gibson Drumond Moreira, Pedro Emílio Gonçalves Duarte, Marcelo Pérez Morales, Juan Carlos |
author_role |
author |
author2 |
Greco, Pablo Juan Moreira Praça, Gibson Drumond Moreira, Pedro Emílio Gonçalves Duarte, Marcelo Pérez Morales, Juan Carlos |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Azevedo Lages, Elianey Roberta Greco, Pablo Juan Moreira Praça, Gibson Drumond Moreira, Pedro Emílio Gonçalves Duarte, Marcelo Pérez Morales, Juan Carlos |
dc.subject.por.fl_str_mv |
teaching learning psychomotor performance ensino aprendizagem desempenho psicomotor |
topic |
teaching learning psychomotor performance ensino aprendizagem desempenho psicomotor |
description |
The tactical knowledge and motor coordination with the ball are important contents in the early stages of teaching team sports. Thus, we aimed to evaluate the effects of a team sports teaching-learning program based on implicit learning, on the procedural tactical knowledge (PTK) and motor coordination with the ball of 24 children (10 to 12 years old) from rural (RS) and urban (US) schools. We measured the dependent variables at 4 different times (M1, M2, M3, and M4) and developed the program between the M1-M2 and M3-M4. An increased PTK in attacking and defensive actions with the hands in M3 (17.46) compared to M1 (11.25) for the US group was observed. Regarding the motor coordination, the students presented higher scores for task one in M4 (Hands: US: 3.93 ± 0.27 and RS: 3.90. Feet: US: 4.00 and RS: 4.00) compared to M1 (Hands: US: 1.71 and RS: 1.80. Feet: US: 2.14 and RS: 1.90), as well as in task four in M4 (clockwise and counterclockwise: US: 4.00 and RS: 4.00) compared to M1 (clockwise : US: 1.64 and RS: 0.40, counterclockwise: US: 1.36 and RS: 0.70). We conclude that the program was effective in developing motor coordination. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/54132 10.4025/jphyseduc.v32i1.3262 |
url |
https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/54132 |
identifier_str_mv |
10.4025/jphyseduc.v32i1.3262 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/54132/751375152468 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Journal of Physical Education https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Journal of Physical Education https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil |
publisher.none.fl_str_mv |
Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil |
dc.source.none.fl_str_mv |
Journal of Physical Education; Vol 32 No 1 (2021): Journal of Physical Education; e-3262 Journal of Physical Education; Vol. 32 Núm. 1 (2021): Journal of Physical Education; e-3262 Journal of Physical Education; v. 32 n. 1 (2021): Journal of Physical Education; e-3262 2448-2455 reponame:Journal of Physical Education (Maringá) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Journal of Physical Education (Maringá) |
collection |
Journal of Physical Education (Maringá) |
repository.name.fl_str_mv |
Journal of Physical Education (Maringá) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
||revdef@uem.br |
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1754732546246049792 |