Diferencias entre el juego 7 vs. 7 y el 4 vs. 4 en el balonmano escolar en relación al rendimiento, percepción del esfuerzo y la intencionalidad de práctica (Differences between the 7 vs. 7 and 4 vs. 4 game handball at school in relation to performance, p
DOI:
https://doi.org/10.47197/retos.v0i27.34344Keywords:
Análisis de juego, juegos modificados, juegos reducidos, modelo comprensivo, iniciación deportiva, RPE, adherencia, GPAIAbstract
El profesorado de Educación Física cuenta con evidencias procedentes del ámbito deportivo, pero no así del escolar, para planificar las clases destinadas a la enseñanza de los deportes de invasión utilizando juegos reducidos. El objetivo fue comprobar si la situación de juego 4 contra 4 propuesta permitió obtener mayores valores en las variables que determinan el rendimiento general de juego, la percepción de esfuerzo y la intencionalidad de práctica futura en comparación con la situación de juego 7 contra 7, de modo general y por nivel de rendimiento deportivo en balonmano. Participaron 22 alumnos (edad: M = 14.5, DT = .5 años) en un total de seis sesiones, tres de cada modalidad de juego. Las diferencias estadísticamente significativas halladas revelaron un aumento de la implicación y la percepción de esfuerzo con el juego 4 contra 4. No hubieron diferencias en las demás variables. Tanto los alumnos de nivel alto como los de bajo obtuvieron una mayor implicación en el juego 4 contra 4.
Palabras clave. Análisis de juego, juegos modificados, juegos reducidos, modelo comprensivo, iniciación deportiva, RPE, adherencia, GPAI
Abstract. Physical Education teachers have evidence from sports field to plan lessons for teaching invasion sports games using small-sided games. The aim was to test whether the 4 vs. 4 game situation yielded higher values in the variables that determine general game performance, rating of perceived exertion and intention to be physically active in comparison to the 7 vs. 7 game situation, in general and by students handball performance level. Participants were 22 students (age: M = 14.5, SD = .5 years old). They participated in a total of six sessions, three of each type of game. Statistically significant differences revealed an increase in involvement and ratings of perceived exertion when the participants played in the 4 vs. 4 game. There were not differences in other variables. Both low- and high-level students obtained a greater involvement in the 4 vs. 4 game.
Keywords. Game analysis, modified games, small-sided games, teaching games for understanding, youth sport, RPE, adherence, GPAI
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