Paddle-tennis: a complex, dynamic and non-linear approach for teaching-learning processes and training
DOI:
https://doi.org/10.47197/retos.v0i41.81320Keywords:
Padel, complexity, ecological dynamics, self-organization, emergence, constraint-led approachAbstract
In contrast to traditional, reductionist and excessively mechanistic approaches, we propose that padel players are complex dynamical systems and their skill acquisition processes are non-linear. The aim of this paper is to describe the consequences of the introduction of complex systems sciences to sport training and to show two practical proposals. Some key concepts such as Constraints-led Approach, constraint, self-organization or perception-action are explained before presenting two pilot studies to modify the behavior by means of the manipulation of task constraints: a) A small sided game that scales the space and equipment to adapt it to young players of a junior school. By comparing the behavior of the girls and boys in the adapted game vs. regular game, it is suggested that there are more opportunities for greater number and variety of actions when reducing the game. B) Cruzadito is a small-sided game that limits the space and the number of players and it has been applied to three age groups. By comparing the workload of the small-sided situation vs. regular game, it is suggested that physical load can even be increased. The benefits of these proposals are discussed, considering the differences with approaches based on isolating the player from the key and specific perception-action links of padel. It is suggested that the complex, dynamic and non-linear perspective can be an excellent approach for designing learning contexts and improving athlete’s states.
References
Aivar, M.P., & Ramon, T. (2006). La dualidad percepción-acción: la necesidad de recuperar la crítica de Dewey a la teoría del arco reflejo. Revista de Historia de la Psicología, 27(2/3), 269-277.
Almonacid-Cruz, B. (2011). Perfil de juego en pádel de alto nivel. (Tesis doctoral). Jaén: Universidad de Jaén.
Araújo, D., & Davids, K. (2011). What Exactly is Acquired During Skill Acquisition? Journal of Consciousness Studies, 18(4), 7–23.
Araújo, D., Teques, P., Hernández-Mendo, A., Reigal, R., & Anguera, M. T. (2016). La toma de decisión, ¿es una conducta observable?: Discusión sobre diferentes perspectivas teóricas utilizadas en el estudio del rendimiento deportivo. Cuadernos de psicología del deporte, 16(1), 183-196.
Balagué, N., Pol, R., Torrents, C., Ric, A., & Hristovski, R. (2019). On the relatedness and nestedness of contraints. Sports Medicine-Open, 5(1), 1-10. https://doi.org/10.1186/s40798-019-0178-z
Bayer, D., Ebert, M., & Leser, R. (2017). A comparison of the playing structure in elite kids tennis on two different scaled courts. International Journal of Performance Analysis in Sport, 17(1-2), 34-43. http://dx.doi.org/10.1080/24748668.2017.1303977
Bernstein, N.A. (1967) The coordination and regulation of movements. Oxford: Pergamon Press.
Caldeira, P., Paulo, A., Infante, J., & Araújo, D. (2019). A influência da pedagogia não-linear e da abordagem baseada nos constrangimentos no treino do remate no voleibol. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, (36), 590-596
Cantos, J., & Hernández, F. J. (2019). Pedagogía no lineal como método de enseñanza de los comportamientos tácticos en los deportes de equipo, aplicación al rugby. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, (35), 402-406.
Casamichana, D., & Castellano, J. (2010). Time–motion, heart rate, perceptual and motor behaviour demands in small-sides soccer games: Effects of pitch size. Journal of Sports Sciences, 28(14), 1615-1623. http://dx.doi.org/10.1080/02640414.2010.521168
Chow, J.Y., Davids, K., Hristovski, R., Araújo, D., & Passos, P. (2011). Nonlinear pedagogy: Learning design for self-organizing neurobiological systems. New Ideas in Psychology, 29(2), 189-200. http://dx.doi.org/10.1016/j.newideapsych.2010.10.001
Chow, J.Y., Davids, K., Button, C., & Renshaw, I. (2015). Nonlinear Pedagogy in Skill Acquisition: An introduction. New York: Taylor&Francis Group. http://dx.doi.org/10.4324/9781315813042
Davids, K., Araújo, D., Correia, V., & Vilar, L. (2013). How small-sided and conditioned games enhance acquisition of movement and decision-making skills. Exercise and Sport Sciences Reviews, 41(3), 154-161. http://dx.doi.org/10.1097/JES.0b013e318292f3ec
Davids, K., Button, C., & Bennett, S. (2008). Dynamics of skill acquisition: A constraints-led approach. Human Kinetics.
Dellal, A., Owen, A., Wong, D. P., Krustrup, P., Van Exsel, M., & Mallo, J. (2012). Technical and physical demands of small vs. large sided games in relation to playing position in elite soccer. Human movement science, 31(4), 957-969. http://dx.doi.org/10.1016/j.humov.2011.08.013
Gibson, J. J. (1979). The Ecological Approach to Visual Perception. Boston: Houghton Mifflin
Halouani, J., Chtourou, H., Gabbett, T., Chaouachi, A., & Chamari, K. (2014). Small-sided games in team sports training: a brief review. The Journal of Strength & Conditioning Research, 28(12), 3594-3618. http://dx.doi.org/10.1519/JSC.0000000000000564
Headrick, J., Renshaw, I., Davids, K., Pinder, R. A., & Araújo, D. (2015). The dynamics of expertise acquisition in sport: The role of affective learning design. Psychology of Sport and Exercise, 16, 83-90. http://dx.doi.org/10.1016/j.psychsport.2014.08.006
Heras Escribano, M. (2012). Comprender la realidad sin representaciones: Affordances y psicología ecológica. Ciencia Cognitiva, 6(2), 48-50.
Kelso, J. A. S. (1995). Dynamic patterns: the self-organisation of brain and behaviour. Cambridge, MA: MIT Press.
Limpens, V., Buszard, T., Shoemaker, E., Savelsbergh, G. J., & Reid, M. (2018). Scaling constraints in junior tennis: the influence of net height on skilled players’ match-play performance. Research quarterly for exercise and sport, 89(1), 1-10. http://dx.doi.org/10.1080/02701367.2017.1413230
Martín-Barrero, A., & Camacho-Lazarraga, P. (2020). El diseño de tareas de entrenamiento en el fútbol desde el enfoque de la pedagogía no lineal. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, (38), 768-772.
Mitchell, S.A., Oslin, J.L., & Griffin, L.L. (2006). Teaching sports skills: A tactical games approach (2nd ed.). Champaign, IL: Human Kinetics.
Molina-Carmona, I., Gómez-Carmona, C. D., Bastida Castillo, A., & Pino-Ortega, J. (2018). Validez del dispositivo inercial WIMU PROTM para el registro de la frecuencia cardíaca en un test de campo. Sportk Revista Euroamericana de Ciencias del Deporte, 7, 81-86.
Newell, K. M. (1986). Constraints on the development of coordination. En M. G. Wade & H. T. A. Whiting (Eds.), Motor skill acquisition in children. Aspects of coordination and control, (pp. 341-360). Amsterdam: Martinus Nijhoff.
Passos, P., Araújo, D., Davids, K., & Shuttleworth, R. (2008). Manipulating constraints to train decision making in rugby union. International Journal of Sports Science and Coaching, 3(1), 125-140. http://dx.doi.org/10.1260/174795408784089432
Passos, P., Lacasa, E., Milho, J., & Torrents, C. (2020). Capturing Interpersonal Synergies in Social Settings: An Example within Badminton Cooperative Task. Nonlinear Dynamics, Psychology, and Life Sciences, 24(1), 59-78.
Pinder, R. A., Davids, K., & Renshaw, I. (2012). Metastability and emergent performance of dynamic interceptive actions. Journal of Science and Medicine in Sport, 15(5), 437-443. http://dx.doi.org/10.1016/j.jsams.2012.01.002
Pol, R., Balagué, N., Ric, A., Torrents, C., Kiely, J., & Hristovski, R. (2020). Training or Synergizing? Complex Systems Principles Change the Understanding of Sport Processes. Sports Medicine-Open, 6(1), 1-13. https://doi.org/10.1186/s40798-020-00256-9
Renshaw, I., Davids, K. W., Shuttleworth, R., & Chow, J. Y. (2009). Insights from ecological psychology and dynamical systems theory can underpin a philosophy of coaching. International Journal of Sport Psychology, 40(4), 540-602.
Renshaw, I., & Brendan, M. (2018). A Constraint-Led Approach to Coaching and Teaching Games: Can going back to the future solve the «they need the basics before they can play a game» argument? Ágora para la Educació Física y el Deporte, 20(1), 1-26. http://dx.doi.org/10.24197/aefd.1.2018.1-26
Sánchez-Alcaraz, B.J. (2014). Diferencias en las acciones de juego y la estructura temporal entre el pádel masculino y femenino profesional. Acción Motriz, 12, 17-22
Sánchez-Alcaraz, B., Orozco-Ballesta, V., Courel-Ibáñez, J., & Sánchez-Pay, A. (2018). Evaluación de la velocidad, agilidad y fuerza en jóvenes jugadores de pádel. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, (34), 263-266.
Seifert, L., Orth, D., Button, C., Brymer, E., & Davids, K. (2017). An ecological dynamics framework for the acquisition of perceptual–motor skills in climbing. En F. Feletti (Ed.), Extreme Sports Medicine, (pp. 365-382). Springer, Cham. http://dx.doi.org/10.1007/978-3-319-28265-7_28
Van Orden, G., Hollis, G., & Wallot, S. (2012). The blue-collar brain. Frontiers in physiology, 3, 207. http://dx.doi.org/10.3389/fphys.2012.00207
Woods, C., Mckeown, I., Rothwell, M., Araújo, D., Robertson, S., & Davids, K. (2020). Sport practitioners as sport ecology designers: How ecological dynamics has progressively changed perceptions of skill'acquisition'in the sporting habitat. Frontiers in Psychology, 11, 654. http://dx.doi.org/10.3389/fpsyg.2020.00654
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Enrique Lacasa Claver, Cristòfol Salas Santandreu, Carlota Torrents Martin
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.