ORIGINAL PAPER
‘Four goals for three players’: using 3 vs. 3 small-sided games at school
1
Physical Education Department, Faculty of Education, University of Castilla-La Mancha, Cuenca, Spain
2
School of Sport and Leisure, Polytechnic Institute of Viana do Castelo, Viana do Castelo, Portugal
3
Instituto de Telecomunicações, Covilhã, Portugal
Submission date: 2019-01-24
Acceptance date: 2019-04-26
Publication date: 2019-07-17
Hum Mov. 2019;20(4):68-78
KEYWORDS
small-sided gamesphysical educationsports teaching processfutsalgame performance and sport assessment
TOPICS
ABSTRACT
Purpose:
Small-sided games (SSGs) are extensively used in soccer training around the world owing to the physical and physiological improvements reported among athletes. Elementary physical education students could achieve and solidify their tactical/technical knowledge in a relatively short time with the SSGs pedagogical strategy. The aim of this research was, firstly, to establish the between-age differences in the physical and physiological demands of a 3 vs. 3 futsal SSGs called ‘four goals for three players,’ and, secondly, to assess the tactical/technical knowledge acquisition.
Methods:
The sample involved 57 students (aged 10.44 ± 1.30 years) from a Spanish primary state school, grades third to sixth (8–12 years of age). The Polar Team ProTM technology was used for collecting physical and physiological variables. The tactical/technical knowledge was evaluated with the Game Performance Assessment Instrument (GPAI) co-assessment throughout SSGs implementation. ANOVA tests were executed.
Results:
Significantly different values were observed among different grades regarding the participants’ average heart rate (bpm), minimum heart rate (bpm), maximum speed (km/h), number of accelerations (–1.99; –1.00 m/s2), number of accelerations (–0.99; –0.50 m/s2), number of accelerations (0.50; 0.99 m/s2), and number of accelerations (1.00; 1.99 m/s2). The analysis of variance for GPAI scores revealed significantly greater values only among different grades for the implication of game and shot decision-making index.
Conclusions:
Physiological demands and tactical/technical knowledge are also observed in educational context when SSGs are implemented. This pedagogical strategy helps teachers increase active participation during physical education sessions.
Small-sided games (SSGs) are extensively used in soccer training around the world owing to the physical and physiological improvements reported among athletes. Elementary physical education students could achieve and solidify their tactical/technical knowledge in a relatively short time with the SSGs pedagogical strategy. The aim of this research was, firstly, to establish the between-age differences in the physical and physiological demands of a 3 vs. 3 futsal SSGs called ‘four goals for three players,’ and, secondly, to assess the tactical/technical knowledge acquisition.
Methods:
The sample involved 57 students (aged 10.44 ± 1.30 years) from a Spanish primary state school, grades third to sixth (8–12 years of age). The Polar Team ProTM technology was used for collecting physical and physiological variables. The tactical/technical knowledge was evaluated with the Game Performance Assessment Instrument (GPAI) co-assessment throughout SSGs implementation. ANOVA tests were executed.
Results:
Significantly different values were observed among different grades regarding the participants’ average heart rate (bpm), minimum heart rate (bpm), maximum speed (km/h), number of accelerations (–1.99; –1.00 m/s2), number of accelerations (–0.99; –0.50 m/s2), number of accelerations (0.50; 0.99 m/s2), and number of accelerations (1.00; 1.99 m/s2). The analysis of variance for GPAI scores revealed significantly greater values only among different grades for the implication of game and shot decision-making index.
Conclusions:
Physiological demands and tactical/technical knowledge are also observed in educational context when SSGs are implemented. This pedagogical strategy helps teachers increase active participation during physical education sessions.
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| eISSN: | 1899-1955 |
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