Constrangimentos instrucionais em futebolistas sub-18 na sub-fase de jogo 1x1

Abstract

Os constrangimentos instrucionais são um importante fator influenciador da performance dos praticantes. O presente estudo visa analisar a influência de constrangimentos instrucionais ministrados pelo treinador na performance numa tarefa de 1x1 com finalização em futebol. Participaram voluntariamente 11 sujeitos (17,91±1,04 anos de idade) com 8,6±1,52 de anos de prática. Foram usadas três condições de instrução, uma de risco, outra de conservação da bola e uma neutra onde não se apela a nenhuma estratégia ou tática ofensiva. Foram detetadas diferenças significativas entre os três grupos, no que respeita à duração temporal da ação ofensiva (H(2) = 55,38; p ≤ 0,000), à recorrência bipedal (H(2) = 9,01; p ≤ 0,011), à ultrapassagem do defesa (H(2) = 10,61; p ≤ 0,005), à perda de bola por parte do atacante (H(2) = 11,42; p ≤ 0,003) e na quantidade de remates à baliza (H(2) = 11,42; p ≤ 0,003). Os resultados obtidos mostram o efeito dos constrangimentos instrucionais na performance dos praticantes.

Influence of task constraints on attacker trajectories during 1V1 sub-phases in soccer practice

“…Under risk constraints, the completion time is smaller and statistically significant when compared to other constraints. These results are in line with Araújo (2006), Clemente and Mendes (2011b) and Clemente et al (2011) where players who received instructions to take risk in offensive attempt reduced the action variability in order to directly attack the goal. For instance, in Clemente and Mendes (2011b) study, it was possible to verify that in risk conditions, the attacker quickly overtakes the opponent and does not lose possession of the ball as usual.…”

“…These results show that, in risk instructional constraints, players try to improve the opportunities to score by reducing the time in front of their opponent and trying to avoid him in order to follow directly to the shot, thus increasing the opportunities to score. The study by Clemente and Mendes (2011b) shows that in risk conditions the number of shots is significantly higher than in the other practice conditions (e.g., conservative and neutral). Similar results are found in the study by Clemente et al (2011).…”

“…Therefore, the instruction provided by the coach is one of the task constraints that influence players' intention (Clemente & Mendes, 2011b). Corroborating this, some recent studies (Araújo, 2006;Clemente & Mendes, 2011b;Clemente, Mendes, & Soler, 2011) demonstrate the pertinence of manipulating the instructions provided by the coach in order to improve the players' perception of the task, thus resulting in considerable changes in both process and product variables. In other words, within this context, the role of the feedback or the instruction may be considered as a way to amplify the environment information in order to guide the players toward finding ever improved solutions that satisfy the constraints imposed by the coach (Araújo, 2006;Davids & Araújo, 2005).…”

“…In Clemente and Mendes (2011b) and Clemente et al (2011), the 1v1 sub-phase in youth soccer players showed that the attacker (i.e., the player with ball possession) performed the task under the influence of three types of instructional constraints (e.g., risk, neutral and conservative). It was highlighted that in the three instructional constraints, the main objective was to successfully complete the offensive attempt, i.e., scoring the goal.…”

Utilização dos jogos reduzidos no ensino do handebol: a influência das ações táticas

“…Efetivamente, os constrangimentos impostos pelo professor permitem afinar percetivamente os alunos com os objetivos da tarefa, bem como, potenciam a realização de determinadas ações. 11,12,13 Recorrendo a tarefas ecológicas aproximar-se-ão as condições de prática ao realismo da modalidade, no sentido de promover um efetivo transfer para situações de jogo, através do desenvolvimento de fatores tático/técnicos potenciando o momento da exercitação 14 .…”