Developing Players’ Tactical Knowledge Using Combined Constraints-Led and Step-Game Approaches—A Longitudinal Action-Research Study

Abstract

Using an action-research design, this study examined the impact of combining concepts from two contemporary pedagogical approaches, the Constraints-led Approach (CLA) and Step-Game Approach (SGA), on the development of youth volleyballers' tactical knowledge, as expressed in performance, throughout a full competitive season. Method: Fifteen players and one coach participated in this study, which involved three action-research cycles, each including the processes of planning, acting and monitoring, reflecting, and fact-finding. The first author, who had the role of coach-researcher, collected data using a reflexive diary and field notes between September 2017 and June 2018, as well as eight semi-structured focus-group interviews. Data were analyzed using thematic analysis, in which inductive procedures deepened understanding of the development of the participants' tactical knowledge. Results: Findings suggested that combining CLA with SGA improved tactical knowledge in specific ways. Players progressed from a starting point where they were only able to describe game scenarios, and act without tactical criteria or considering contextual game constraints, to a point where their intentions during tactical actions were shaped by their ability to think strategically and guide their attention to recognize and interpret different constraints. Conclusions: Results suggested that the development of players' tactical knowledge benefited from a mutual integration of different, yet complementary, pedagogical approaches. By integrating SGA and CLA it was possible to enhance players' adaptable thinking using learning tasks involving the manipulation of meaningful constraints that afforded variable repetition and the resolution of tactical problems.

Theory to Practice: Performance Preparation Models in Contemporary High-Level Sport Guided by an Ecological Dynamics Framework

“…3. Questioning that draws player attention towards tactical strategies imposed by an opposing team (for an example in volleyball over a whole season, see [43]).…”

Modèle d’apprentissage des décisions tactiques : une approche centrée sur les élèves

“…Ces données collectées serviront pour l'évaluation du jeu et les prises de décision lors du débat à venir. En effet, passer du temps à observer ou à relever des données est aussi, pour les élèves, une situation d'apprentissage effective où ils apprennent à décoder des comportements et à reconnaître les configurations du jeu (Chang, 2009 ;Godbout & Desrosiers, 2005 ;Ramos, Coutinho, Davids, & Mesquita, 2020). * La composante « débat d'idées » (Deriaz, Poussin, & Gréhaigne, 1998 ;Gréhaigne & Godbout, 1998b) * La composante « itérations » offre la possibilité aux élèves de répéter à plusieurs reprises le cycle hypothèse/vérification dans l'action, conclusion et régulation.…”

“…Enseigner au travers de la compréhension vise à réduire les apports de produits prêts à l'emploi, conçus et élaborés ailleurs et destinés à des enseignants simples applicateurs. Cela nécessite une rupture qui repose sur le passage d'une conception normative du prêt-à-agir didactique à une approche réflexive qui permet de conceptualiser et d'apprendre en situation de jeu (Ramos et al, 2020).…”

“…Souvent, le premier niveau porte sur les activités collectives générales, en recourant à une langue naturelle, pour décrire les éléments organisant l'essentiel des rapports entre les joueurs et leur environnement. Puis se pose le problème de l'accès des élèves à une terminologie spécifique, pourtant passage incontournable en vue d'une communication claire et simple (Ramos et al, 2020). Ensuite, à l'aide de cette terminologie, la verbalisation a pour fonction explicite de favoriser la prise de conscience de ce qui a été fait, aidant les élèves à analyser leur propre pratique et à communiquer sur elle.…”

Untitled

“…Such a conclusion implies that, from a pedagogical point of view, learning a team-sport language should mean learning the communication mode specific to that sport". Indeed, this may be true for highlevel sport, or non-invasive team sports (Ramos et al 2020). Discussing the matter of a common language for ice hockey, Nadeau et al (2014) submitted that beyond a general point of view where one finds a team-sports language (particularly with reference to similar sports, like invasion team-sports for instance) sharing common references, there remains the need for communicating about characteristics specific to a given sport based on specific play organization rules.…”