Pedagogía no lineal como método de enseñanza de los comportamientos tácticos en los deportes de equipo, aplicación al rugby (Non-linear pedagogy as a method of teaching tactical behaviors in team sports, rugby application)

Autores/as

  • Josep Cantos
  • Francisco J. Moreno Universidad Miguel Hernández de Elche

DOI:

https://doi.org/10.47197/retos.v0i35.63508

Palabras clave:

Constreñimiento, pedagogía no lineal, rugby, comportamiento táctico, emergencia (Constraint, non-linear pedagogy, tactical behavior, emergence)

Resumen

Desde la pedagogía no lineal se entiende al sujeto como un sistema complejo en continua interacción. La interacción entre los distintos elementos del sistema y el entorno provoca la emergencia de nuevos patrones de comportamiento. Si se introduce una variable externa que altera el equilibrio del sistema, éste adopta un nuevo estado, y esta variable externa se conoce como constreñimiento. Mediante la manipulación de constreñimientos podemos favorecer la aparición de un comportamiento táctico deseado. A la hora de diseñar ejercicios desde esta perspectiva debemos tener en cuenta cuatro principios pedagógicos: complejidad táctica, representatividad de la tarea, exageración y muestreo. En este trabajo se revisan los estudios que abordan el comportamiento táctico desde la pedagogía no lineal, y se discuten los procedimientos para el diseño de ejercicios para el análisis desde esta perspectiva. A partir de los datos mostrados en este estudio se concluye que la pedagogía no lineal puede ser una herramienta útil para el diseño de ejercicios de mejora de los comportamientos tácticos en deportes colectivos.

AbstractFrom non-linear pedagogy the athlete is understood as a complex system in continuous interaction. The interaction between the different elements of the system and the environment causes the emergence of new patterns of behavior. If an external variable is introduced that alters the equilibrium of the system, it adopts a new state, and this external variable is known as constraint. By manipulating constraints, we can favor the appearance of a desired tactical behavior. When designing exercises from this perspective we must consider four pedagogical principles: tactical complexity, task representativeness, exaggeration and sampling. In this paper we review the studies that address tactical behavior from nonlinear pedagogy and discuss the procedures for designing exercises for analysis from this perspective. From the data shown in this study it is concluded that non-linear pedagogy can be a useful tool for the design of exercises to improve tactical behaviors in collective sports.

 

Biografía del autor/a

Francisco J. Moreno, Universidad Miguel Hernández de Elche

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Citas

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Publicado

2019-01-01

Cómo citar

Cantos, J., & Moreno, F. J. (2019). Pedagogía no lineal como método de enseñanza de los comportamientos tácticos en los deportes de equipo, aplicación al rugby (Non-linear pedagogy as a method of teaching tactical behaviors in team sports, rugby application). Retos, 35, 402–406. https://doi.org/10.47197/retos.v0i35.63508

Número

Sección

Revisiones teóricas, sistemáticas y/o metaanálisis