O objetivo deste artigo foi estabelecer uma relação entre diferentes princípios metodológicos de ensino dos jogos coletivos de invasão (JCI) e processos de especialização esportiva precoce (EEP). Considerou-se EEP como um fenômeno proveniente da imposição a crianças, de regimes de competição e treinamento voltados para o rendimento a adultos e à especificidade e limitação de experiências motoras. Apoiados na literatura, concluímos que o ensino de JCI não influencia diretamente o processo competitivo na iniciação esportiva desde que apresente variedade de métodos e seja pautado em práticas de modalidades diferentes, o que evitaria ações estereotipadas e, assim, não estimularia a EEP.
-Aims:To reveal the pedagogical principles adopted by Brazilian coaches in teaching handball to the under-12 teams (U-12). Methods: The sample included six coaches with extensive coaching experience, whose reports were collected through semi-structured interviews. The data were treated and analyzed according to the Collective Subject Discourse (CSD) method. Results: The results indicated a preference for game-centered approaches (CSD1), as they offer a complex environment in which distinct game skills can be developed (such as perception, attention, anticipation and decision making). To a lesser extent, coaches indicated their preference for teaching coordination exercises (justified by the maturation changes that take place during this period), and even less for the technique approach. Conclusion: Based on the coaches' perspective, games must be a central element to teaching U-12 teams, which permits the development of different aspects involved in decision-making during handball.
To identify the teaching approaches preferred by Brazilian coaches in the U-16 and U-18 women's teams and whether it is possible to apply long-term goals for handball training. Methods: Six experienced coaches were interviewed individually in a semi-structured format. Data were transcribed and analyzed according to the Collective Subject Discourse (CSD) method. Results: Coaches revealed a choice for the situational approach and global-functional approach in U-16 teams. In U-18 teams, coaches' choices were for the technique and situational approaches. The change of coaches' choice might be based on players' specialization, suggested to U-18 teams when coaches highlighted the increased demand for performance. On players' transition from U-16 to U-18 teams, the coaches showed less preference for the global-functional approach and increasing evidence of the technique approach. Conclusion: Global-functional and situational approaches should be given a prominent position in these teams, especially due to the development of technical-tactical aspects. However, the technical approach was recognized as a central position in U-18 teams, probably related to players' specialization and technical improvement, although it does not offer a rich environment for the development of players' decision making.
Este texto apresenta uma análise do esporte adaptado, tendo como objeto principal os Jogos Paraolímpicos, evento realizado de forma associada com os Jogos Olímpicos. Procura apontar similaridades e diferenças entre os dois eventos, considerando-os como formas de expressão do esporte contemporâneo, destacando características como a organização, relação com o mercado de consumo e formas de divulgação. As principais diferenças descritas se referem à gênese dos dois objetos, além da maior vocação do esporte olímpico para a inserção mercadológica. Quanto às similaridades, destaca-se a presença em ambos das características do esporte moderno gerado no século XIX, além das estruturas organizacionais conceitualmente similares. Podem-se apontar ainda alguns pontos específicos do esporte adaptado, como modalidades próprias, a exemplo do "Goalball".
O esporte contemporâneo se configura pela busca por lucros e por suas inúmeras formas de manifestação. Essa característica se deve às diversas incorporações do esporte em formas distintas de cultura, além de objetivos, expectativas, possibilidades e limitações, da parte dos praticantes, que delimitam as formas de prática. O Modelo de concepção das formas de manifestação do esporte é uma proposta de sistematização das possíveis vertentes desse fenômeno na sociedade do século XXI. Configura-se pela análise de três categorias que compõem as formas de manifestação desse objeto: o ambiente da prática, a modalidade esportiva em questão e o sentido que se dá à essa atividade. De acordo com a combinação desses fatores, toma-se uma forma de manifestação, que transmitirá valores morais específicos aos sujeitos envolvidos.
Resumo: O objetivo deste estudo foi mapear os métodos de ensino adotados por seis treinadores de handebol experientes da categoria infantil (sub-14). Os treinadores foram entrevistados e os depoimentos tabulados e analisados de acordo com o método do Discurso do Sujeito Coletivo. Os resultados apontam que os treinadores preferem o ensino por meio de jogos, também mencionam o ensino baseado nas situações do jogo, nas habilidades técnicas e na combinação de diferentes métodos (devido à diversidade de estímulos e desenvolvimento de capacidades diferentes). Conclui-se que os procedimentos pedagógicos estão pautados na formação generalista, e evitam o processo de especialização esportiva precoce. Abstract:The aim of this study was to map teaching methods adopted by six experienced under-14 handball coaches. They were interviewed and the speeches were tabulated and analyzed according the method of Collective Subject Discourse. Results indicate that coaches prefer teaching through games. They also referred to teaching based on game situations, technical skills and combination of different methods (due to the diversity of stimuli and the development of different abilities and skills). The findings suggest that coaches' procedures are guided by generalist training and avoid the process of early sport specialization.Resumen: El objetivo de este trabajo fue identificar los métodos de enseñanza adoptados por seis entrenadores expertos de balonmano en equipos infantiles. Los entrenadores fueron entrevistados y las declaraciones tabuladas y analizadas de acuerdo con el método del Discurso del Sujeto Colectivo. Los resultados indican que los entrenadores prefieren la enseñanza a través de juegos y mencionan la enseñanza basada en situaciones de juego, habilidades técnicas y en la combinación de diferentes métodos (justificado por la diversidad de estímulos y el desarrollo de diferentes capacidades). Así, los procedimientos de enseñanza se orientan por el proceso de formación general, evitando la especialización deportiva temprana.
-Aims:The relative age effect (RAE) has been a research subject in several fields of society. RAE is present in different sports, influencing the young athlete's opportunities of participation. The aim of this study was to analyze the occurrence of RAE in Brazilian elite men and women futsal. Methods: Birthdate of 376 athletes from Brazilian Men National Futsal League (LNF)/2013 and 227 from Brazilian Women National Futsal League/2014 were collected on leagues' homepages and divided into four quarters (Q1:January-March, Q2:April-June, Q3:July-September and Q4:October-December) and two semesters (S1:January-June, S2:July-December). In men case, results were compared with Penna and Moraes (2010) data on LNF/2009. Chi-square test was used to analyze differences between distributions of birthdates by quarters and semesters. The significance level was set at α<0.05, with Bonferroni correction when necessary. Results: there is RAE in men futsal, predominantly on athletes born in first semester. In women futsal, there is no evidence of RAE. Conclusions: On men futsal, there is a need for offering similar opportunities to young players, while on women, the small amount of athletes in Brazil must be regarded as an alert to the culture of futsal as a men social space, which deters the entry of new practitioners.
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