Efeitos de um programa de ensino de basquetebol com diferentes pequenos jogos sobre a coordenação motora, o conhecimento tático e a busca visual em iniciantes

• Ano de defesa: 2021
• Autor(a) principal: Juliana de Oliveira Torres
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; EEFFTO - ESCOLA DE EDUCAÇÃO FISICA, FISIOTERAPIA E TERAPIA OCUPACIONAL; Programa de Pós-Graduação em Ciências do Esporte; UFMG
• Palavras-chave em Português: Iniciação Esportiva Universal; Curinga; Superioridade numérica; Avaliação do desempenho; Basquetebol; Atletas; Tática; Aprendizagem motora; Capacidade motora
• Link de acesso: http://hdl.handle.net/1843/41694

The study compared the effects of a basketball teaching-learning-training (T-L-T) program based on the Universal Sports Initiation (IEU) proposal, applied with two emphases on tactical learning contents (small-sided games - SSG - one with a floater player and the other with numerical superiority) in (1) procedural tactical knowledge, (2) declarative tactical knowledge, (3) development of perception in visual search, (4) motor coordination with the ball, and (5) involvement and effectiveness in the execution of skills in the game. The study included 96 children in the 6th-grade of elementary school, aged 11.89±0.92 years old, with no experience of systematic learning in basketball. Two experimental groups and a control group were randomly selected. The intervention was applied in 24 sessions based on the IEU model during Physical Education classes. Students were evaluated by a pre-test, post-test and retention. The Declarative Tactical Knowledge Test of Basketball (TCTD-BB); Eye tracking; Procedural Tactical Knowledge Test - Sport Orientation (TCTP:OE) and the Motor Coordination Test with Ball (TCMB) were used. For the involvement and effectiveness of the execution of skills in the game, assessments every 10 classes were conducted using the Game Performance Assessment Instrument. Data analysis was conducted using the Generalized Estimating Equations model. The magnitude of the differences was analyzed and the results were reported by effect size. Reliability analysis was performed using Cohen's kappa test. Analyzes of the percentage variation of deltas, percentiles, frequency and percentages were performed. The significance level adopted was 5%. The results showed no effects on TCTP Attack, TCTD-BB, number of fixations, number of fixations on the relevant signal, duration of fixations, involvement in the game, effective and ineffective skill execution, ineffective passing, effective and ineffective dribbling, effective shooting and effective reception. Significant differences were reported with group effect in General TCTP (floater<control, small effect), moment effect in TCMB factor 2 (pre-test<post-test and retention, small effect) and group*moment interaction in the duration of fixations in relevant signal (superiority post-test>retention, medium effect), blinks (post-test floater<control>superiority, medium effect), effective pass (floater moment 1<2, medium effect) and ineffective shooting (moment 1<2, small effect). Despite the differences between groups in the pre-test, the TCMB factor 1 and General showed a moment effect (pre-test<post-test and retention, medium effect); and group*moment interaction, in the TCTP Defense (floater pre-test<post-test, large effect); cognitive effort (superiority post-test>retention, small effect and pre-test>post-test, small effect); and pupil dilation (superiority pre-test<post-test, small effect and control pre-test>retention, small effect). It is concluded that the number of blinks is an idication of less cognitive effort for the experimental groups. All groups achieved positive effects throughout the process on motor coordination with the ball. The groups showed positive percentages of involvement in the game and the floater group achieved an increase in effective passing and procedural tactical knowledge in defensive actions. A multifactorial understanding of the T-L-T process is needed on the use of different SSG and their interactions in students’ performance and teachers’ systematization according to factors such as biological individuality, previous experience and context.