Influencia de la organización de la práctica en la adquisición del patrón de pateo en escolares de 4º de educación primaria (Influence of practice organization on the acquisition of ball kicking pattern in 4th graders )
DOI:
https://doi.org/10.47197/retos.v0i32.51421Keywords:
Patrón pateo de una bola, Precisión, Organización de la práctica, Análisis cinemático, Educación Primaria (Ball kicking pattern, Accuracy, Practice schedule, Kinematic analysis, Primary School)Abstract
Este estudio se diseñó para examinar los efectos de tres condiciones de práctica (repetitiva, variable y combinada) en la adquisición del patrón de pateo de un balón estático a un blanco estacionario usando el pie dominante, determinado mediante el registro de variables temporales y espacio-temporales (velocidad lineal de ambas rodillas y pie de la pierna de pateo). 60 sujetos (edad M = 9.45, SD = .3) de 4 º curso de Educación Primaria (30 niños y 30 niñas) fueron asignados al azar a tres grupos de prácticas diferentes (repetitiva = 20, Variable = 20, Combinada = 20). Los datos encontradosl parecen confirmar que la organización de la práctica en las condiciones variable y combinada conduce a una mejor adquisición del patrón de pateo en precisión, de acuerdo a los parámetros que caracterizan a los expertos, mejorando el patrón temporal de los movimientos (mejor transferencia de los momentos de impulso entre las articulaciones/ segmentos que participan en el golpeo) y una disminución del pico de velocidad en cada una de las articulaciones del segmento que golpea la bola en el grupo de práctica combinada, tratando de reducir la variabilidad con objeto de disminuir los niveles de error en la consecución del objetivo.
Abstract. This study was designed to examine the effects of three practice schedules —i.e., blocked, variable and combined— on the acquisition of the pattern of ball kicking towards stationary targets using the dominant foot, determined by recording temporal and spatial-temporary variables (linear speed of both knees and foot). A sample of 60 4th graders (30 boys and 30 girls; M age= 9.45, SD= .3) were randomly assigned to three different practice groups (blocked= 20, Variable= 20, Combined= 20). The results seem to confirm that, in agreement with the parameters that characterize expert players, the organization of variable and combined practices leads to a better acquisition of kick-ball skills by improving the temporal pattern of movements (enhanced momentum transfer between joints and segments that participate in the movement), and by lowering the highest-speed peak of each joint of the segment used to kick the ball, trying to reduce variability with the aim of decreasing error levels in pursuing the target.
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