This study aimed to investigate why futsal players decide to dribble. For this purpose, we analysed 396 trials comprising the dribbles (n = 132), passes (n = 131) or shots (n = 133), performed by 70 male futsal players. Passing and shooting angles, and interpersonal distance, including their rates of change (velocity and variability), were regarded as measures of interpersonal coordination tendency and a comparison was made among dribbling, passing and shooting situations. In addition, the variables identified as constraints on deciding to dribble were analysed in relation to age categories, dribbling outcomes and futsal court zone. Results revealed that passing and shooting angles, and interpersonal distance showed higher variability in dribbling than in passing and shooting situations. The findings allowed us to conclude that decision-making on dribbling was influenced by the variabilities of passing angles as well as shooting and interpersonal distance, and that success in dribbling was affected by the variability of interpersonal distance. Such variabilities were interpreted concerning their meaning of risk and/or uncertainty in the execution of motor skills.
IntroduçãoPor meio de observações assistemáticas da prática pedagógica escolar percebe-se que há uma cobrança dos professores de Educação Física para que os alunos sejam inteligentes e criativos nas suas ações nos esportes, ou seja, que realizem gestos e ações motoras que desconhecem. Embora sejam claras as preocupações destes profissionais com estes aspectos, os alunos não são estimulados através do ensino proposto por alguns métodos de ensino no cotidiano escolar. Segundo Corrêa et al (2004), o conhecimento de como ensinar é uma preocupação que acompanha aqueles que ensinam. Qual professor nunca se questionou sobre este aspecto? Resumo: O propósito do presente estudo foi verificar a influência da aplicação de jogos situacionais, sobre os níveis de Conhecimento Tático Processual (CTP) em escolares, na modalidade de handebol. A amostra foi constituída por 35 sujeitos de ambos os sexos na faixa etária entre 10-12 anos. Foram divididos 2 grupos, (1 -Situacional) e (2 -Misto = Analítico + Global). Para o processo de categorização dos métodos de ensino foram filmadas 18 aulas e utilizado o protocolo de Stefanello (1999). Para a avaliação do CTP foi utilizado o teste KORA, desenvolvido por Memmert (2002). Os resultados confirmaram que no grupo 1 houve uma melhoria no CTP dos alunos em todos os parâmetros. Por outro lado, o grupo 2 não apresentou melhora significativa em nenhum dos parâmetros analisados. Portanto, conclui-se que o método de ensino centrado nas capacidades táticas (situacional) é eficaz para estimular o desenvolvimento do conhecimento tático processual. Palavras-chave: Método situacional. Conhecimento tático declarativo.Abstract: The purpose of this study was to assess the influence of the situational games, on the levels of knowledge Tactical Procedure (CTP) in schoolchildren, in the form of handball. The sample consisted of 35 subjects of both sexes aged 10-12 years. Were divided 2 groups, (1 -Situational) and (2 -Joint Analytical + = Global). For the categorization process of teaching methods were videotaped 18 lessons and used the protocol of Stefanello (1999). For the evaluation of the CTP test was used KORA, developed by Memmert (2002). The results confirmed that in group 1 there was an improvement in CTP of students in all parameters. Moreover, group 2 showed no significant improvement in the parameters analyzed. Therefore, we conclude that the teaching method focuses on tactical skills (situational) is effective in stimulating the development of procedural tactical knowledge.
Background: Falls have been implicated as the second highest cause of disability and death in the old population across the world. Some studies have shown that physical exercise applied alone and/or combined with non-invasive brain stimulation (NIBS) may improve mental activity and motor functions reducing the frail and the likelihood of falls. In this research was investigated whether physical and mental exercises training (PMET) combined with the NIBS procedure would reduce better the likelihood of falls in adult's elderly as compared to the PMET by itself. Methods: A rigorous previous selective procedure was used for selecting 57 frail elderly subjects who were later randomly separated into two groups one of which nominated as experimental (FEG) and the o ther the control group (FCG). The FEG group practiced physical and mental exercises adjointly to a method of noninvasive brain stimulation. The FCG group received the same physical and mental exercises program as the FEG group practiced, but did not pass by the non-invasive brain stimulation procedure. Electroencephalographic data, propensity for falls and reaction time were evaluated in a version of pre and post intervention comparisons. The obtained data were treated using ANOVA ONE WAY with Tukey's posterior test, Kruskal-Wallis followed by Dunn's and Spearman's correlation, all with a significance of 5%. Results: The conjugation of the NIBS to physical and mental training promoted decrease of the propensity for falls, enhance the reaction time, and modulated, both, Alpha and SMR bands. If taken together, it can be assumed that this program, moreover, was also efficient to reduce the adult's elderly of the experimental group their physical and mental frailty as indicated by their frailty test scores taken comparatively between the pre to the post intervention performances.
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