González-Espinosa, S, Antúnez, A, Feu, S, and Ibáñez, SJ. Monitoring the external and internal load under 2 teaching methodologies. J Strength Cond Res 34(10): 2920–2928, 2020—The purpose of this study was to analyze and compare the physical demands produced by the implementation of 2 sport teaching methods during a class and their relation with the learning achieved by the students. Two intervention programs were used to teach the sport of basketball, one based on the direct instruction (DI) method and the other on the tactical-game approach (TGA). The intervention programs were administered to 4 groups of students, 2 for each methodology, with 88 students participating in the study. A total of 10 practical sessions were given, as well as a pre-test and post-test. The practical sessions and the tests were recorded with an inertial system for monitoring and recording physical activity and movement in real time. Differences were found between the methodologies in the teaching sessions in the variables m·min−1, acc·min−1, PL·min−1, and HRmax (p < 0.000). In the assessment tests, there were also differences between both methodologies in the walk and sprint variables (p < 0.005). The results obtained from the analysis of the sessions using each methodology show that the TGA method obtained better results in the variables of external and internal loads than the DI methodology. The TGA methodology permitted a greater development of the students' physical fitness. Moreover, performance in play was not associated with the achievement of higher values in the results of external and internal load in the tests. The students trained with the TGA methodology recorded better performance indicators in the game. These results lead us to recommend physical education teachers to use a student-centered approach in their lessons because it improved both the students' physical fitness and their sports performance.

The design of teaching tasks determines the physical and physiological demands that students are exposed to in physical education classes. The purpose of this study is to quantify and compare, according to gender and teaching methodology, the external (eTL) and internal (iTL) load resulting from the application of two programs that follow different teaching methodologies, i.e., a Tactical Games Approach (TGA) and Direct Instruction (DI), to teach school football. The Ratings of Perceived Exertion (RPEs) recorded in the assessments were also studied. A total of 41 students in the fifth year of primary education from a state school from Spain participated in the study (23 boys and 18 girls), aged from 10 to 11 (M ± SD, 10.63 ± 0.49 years) and divided into two class groups. All the sessions were monitored with inertial devices that made it possible to record physical activity and convert the information into kinematic parameters. The results indicated that the students who followed the TGA method recorded higher iTL values (heart rate) and spent more time performing high-intensity activities. Boys recorded higher eTL, iTL, and RPE values than girls. There was an evolution in the RPE between the assessments, with both groups presenting a more efficient RPE in the posttest. The TGA method favors student physical fitness and health, thus, this method is recommended when planning physical education sessions.

Current trends in the analysis of the physical fitness of athletes are based on subjecting the athlete to requirements similar to those found in competition. Regarding physical fitness, a thorough study of the capacities that affect the development of team sports in different ages and gender is required since the demands are not equivalent. The objective of this paper was to characterize the physical-physiological demands of athletes in an aerobic and anaerobic test specific to basketball players, as well as the evolution of the variables according to age and gender. The research was carried out in 149 players from different training categories (n = 103 male; n = 46 female). The athletes performed two field tests that evaluated both aerobic capacity and lactic anaerobic capacity. Each athlete was equipped with an inertial device during the tests. Sixteen variables (equal in both tests) were analyzed. Three of them evaluated technical-tactical aspects, four variables of objective internal load, six kinematic variables of objective external load (two related to distance and four related to accelerometry) and three neuromuscular variables of objective external load. The obtained results show significant differences in the variables analyzed according to the age and gender of the athletes. They are mainly due to factors related to the anthropometric maturation and development inherent in age and have an impact on the efficiency and technical and tactical requirements of the tests carried out and, therefore, on the obtained results in the tests.

The assessment of tactical-technical knowledge of football is essential to develop optimal and integral teaching processes for students. Therefore, the aim of this study was to design and validate an instrument so that teachers, coaches, and researchers can observe and codify both the tactical behaviors and technical skills performed by the students in the game of football. The design and validation of the instrument were carried out in four phases: a) review of the literature and previous instruments; b) design of the Instrument for the Measurement of Learning and Performance in Football (IMLPFoot). It assesses all the offensive and defensive play actions, with and without the ball, as well as their three components (decision-making, technical execution, and final result); c) sample selection of experts (N = 12); and d) quantitative (Likert-type scale from 1 to 10) and qualitative assessment of degree the pertinence, unambiguity, and importance of each of the 33 items included in the IMLPFoot. Aiken’s V coefficient was used to determine content validity. Likewise, internal consistency was calculated using Cronbach’s α coefficient. The results showed demanding levels of validity (V ≥ 0.77), internal consistency (α = 0.983), inter-rater, and intra-rater reliability. Therefore, it is a valid and reliable instrument that makes possible a complete assessment of football in physical education classes and/or in the sports context (out-of-school football).

No abstract

No abstract

The organization of the students and the time taken to execute the learning tasks determine the physical (external load) and physiological (internal load) demands the students support during physical education classes. The aim of this study was to determine which organizational and pedagogical elements used to design different learning tasks for soccer provoke greater external (Player Load (PL)) and internal (Heart Rate (HR)) load and thus help the students to fulfil the adequate physical activity recommendations (moderate to vigorous physical activity for ≥50% of class time). The organizational elements studied were (1) the participation type and (2) total task time, and the pedagogical element of (3) the game situation. A total of 40 students from the fifth year of primary education participated in the study distributed into two class groups. The basic analysis units were the data on physical activity recorded in each of the tasks carried out by the students during the practical sessions (1500 records), and they were recorded using WIMU ProTM inertial movement devices. A descriptive and inferential analysis was performed with the Mann–Whitney U and Kruskal–Wallis H statistical tests. The results recommend the following types of tasks with simultaneous participation: individual games, numerical inequality SSG, numerical equality SSG lasting less than 6 min, numerical equality SSG, and full games lasting between 6 and 10 min. This type of learning task makes the students move more (medium Player Load between 0.80 and 1.20) and at greater intensities (Heart Rate zone 4, between 161 and 181 bpm). Therefore, physical education teachers must take into account the pedagogical and organizational elements studied to make the sessions more intense and associated with health benefits.

Resumen: El objetivo de esta investigación fue validar los indicadores de rendimiento ofrecidos por las denominadas estadísticas o ciales de juego de la liga ASOBAL. Se realizó un muestreo de eventos sobre tres partidos (n=7950). Las variables utilizadas fueron los criterios que conforman el sistema de observación (localización, zona de lanzamiento, forma de nalización del lanzamiento, sanciones disciplinarias, faltas, acciones de ataque, acciones de defensa, zonas de la portería y e cacia del portero), el observador o cial encargado de elaborar las estadísticas, y dos observadores entrenados para el estudio. La recogida de datos se realizó mediante un sistema de formatos de campo, utilizado por los dos observadores entrenados. El análisis de calidad del dato con rma la abilidad (objetividad) de la muestra analizada. El estudio de generalizabilidad mani esta la precisión de medida ( =1; ρ 2 =.999), el adecuado funcionamiento del sistema de observación ( =.000; ρ 2 =.000) y la capacidad de generalización ( =.998; ρ 2 =.998). Finalmente el estudio de decisión donde se proponen tres nuevos diseños con sobre la base de los datos del diseño original (variación del nú-mero de observadores, de criterios y partidos), certi có que los resultados obtenidos en el estudio de generalizabilidad del diseño original no eran mejorables con los diseños alternativos. Se concluye que los indicadores de rendimiento analizados son ables, pudiendo generalizar los resultados de forma precisa para la realización de trabajos de investigación. Palabras Clave: Metodología observacional, abilidad, Teoría de la Generalizabilidad, balonmano. Abstract: e aim of this research was to validate the performance indicators o ered by the so-called game o cial statistics of the ASOBAL league. A sampling of events in three matches (n=7950). e variables used were the criteria which make up the observation system (placing, throwing area, way of nishing throwing, disciplinary measures, fouls, o ensive actions, defense actions, goal areas and goalkeeper e ciency), the o cial observer to compile statistics and two trained observers for the study. e data capture was performed using a system of eld formats used by two trained observers. e agreement study proves the (objectivity) reliability of the analyzed sampling. e Generalizability study shows the reliable accuracy of it ( =1; ρ 2 =.999), the appropriate functioning of the observation system ( =.000; ρ 2 =.000) and the accuracy of generalization of the results ( =.998; ρ 2 =.998). Finally, the study of decision, where three new designs based on the original design data are proposed (variation of the number of observers, criteria and matches) , certi ed that the results obtained in the study generalizability of the original design, not were improvable with alternative designs. To sum up, the performance indicators are reliable and the results can be used accurately for research works. Key words: observational methodology, reliability, eory of Generalizability, handball. Resumo: O objectivo desta investigaçã...