Effets d'une strategie d'auto-supervision sur les composantes du temps d'apprentissage dans l'enseignement de deux sports

Brunelle, Jean; Spallanzanı, Carlo; Tousignant, Marielle; Martel, Denis; Gagnon, Jocelyn

doi:10.2307/1495350

Cited by 5 publications

(3 citation statements)

References 12 publications

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“…There were no significant differences in overall breaks between DPR YT and DPR-BT. Our results are in line with previous research in the field [59][60][61], wherein athletes' time spent on tasks (activity time) in structured practice (DPR) varied between 25% and 54% of the total practice time [26]. In our study, we found that in DPR, 56% of the total time was spent being active, and in DPL, 68% of the total time was spent being active.…”

Section: Intensitysupporting

confidence: 92%

Activity Level and Nature of Practice and Play in Children’s Football

Nybakken

Falcó

2022

IJERPH

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This study analyzes the activity level and nature of organized football training (deliberate practice, DPR), compared with when children play football on their own (deliberate play, DPL), in a sample of selected (YT) and non-selected (BT) talents. A total of 29 observations were analyzed over 2650 min, focusing on the kind of activity, variability, and intensity of the training. In DPL, there are more finishing on goal, involvement, and challenges in 1:1 situation, and more ball touches and carrying in games, compared with DPR. Additionally, DPL has more activity time (68% vs. 56%) and fewer breaks overall (32% vs. 44%). In DPL, children spend more time playing against each other (92% vs. 36%), and most of the time there are games or attempts on goal. In DPR, children spend more time playing together with someone (2% vs. 44%) and in passing and receiving the ball. DPR training contains more standardized exercises and protected situations. DPR-YT training differs from DPR-BT training with less activity time, ball touches, attempts on goal, and 1:1 situations. In conclusion, the results support DPL providing more football-specific activity. More DPR training at the expense of DPL might reduce practice time for skill development.

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Section: Intensitysupporting

confidence: 92%

Activity Level and Nature of Practice and Play in Children’s Football

Nybakken

Falcó

2022

IJERPH

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“…When youth play street basketball two-on-two for 1 hour there are few periods of waiting or off-task time such as one would find in a structured practice. The athletes' time on task or actual engagement in physical activities in practice has been investigated in sports such as volleyball (Brunelle, Spallanzani, Tousignant, Martel, & Gagnon, 1989;McKenzie, 1986), ice hockey (Trudel & Brunelle, 1985), soccer (Boudreau & Tousignant, 1991), and tae kwon do (Brunelle et al, 1989). These authors reported that athletes' time-on-task rates varied between 25% and 54% of the total practice time.…”

Section: Play and Skill Developmentmentioning

confidence: 99%

Practice and Play in the Development of Sport Expertise

Côté¹,

Baker²,

Abernethy

2007

Handbook of Sport Psychology

506

479

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“…When youth play street basketball two-on-two for one hour, there are few periods of waiting or 'off task' time such as one would find in a structured practice. Athletes' 'time on task' or actual engagement in physical activities in practices has been investigated in a range of youth sports (Boudreau & Tousignant, 1991;Brunelle, Spallanzani, Tousignant, Martel, & Gagnon, 1989;Trudel & Brunelle, 1985;Wuest, Mancini, Van der Mars, & Terrillion, 1986) and data indicated athletes' time on task rates varied between 25 and 54% of the total practice time. Time 'off task' during practices usually includes athletes waiting around to perform the next drill, coaches setting up equipment, or athletes transitioning from one drill to another.…”

Section: Play and Unstructured Trainingmentioning

confidence: 99%

20 years later: deliberate practice and the development of expertise in sport

Baker

Young

2014

International Review of Sport and Exercise Psychology

166

130

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Twenty-one years ago, Ericsson, Krampe and Tesch-Romer published their seminal work expounding the notion of deliberate practice in explaining the development of expertise. This concept has since become extremely influential in the fields of sport psychology and motor learning. This review evaluates current understanding of deliberate practice in sport skill acquisition with an emphasis on the role of deliberate practice in distinguishing expert athletes from non-experts. In particular, we re-examine the original tenets of Ericsson et al.'s framework to (a) evaluate the sport-related research supporting their claims and (b) identify remaining research questions in this area. The review highlights the overall importance of deliberate practice in the development of expert sport performers; however, our understanding is far from complete. Several directions for future research are highlighted, including the need for more rigorous research designs and statistical models that can evaluate changes in developmental and contextual factors across development. Finally, we advocate for a more thorough understanding of the implications of a 'deliberate practice approach' for coaching science.

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Effets d'une strategie d'auto-supervision sur les composantes du temps d'apprentissage dans l'enseignement de deux sports

Cited by 5 publications

References 12 publications

Activity Level and Nature of Practice and Play in Children’s Football

Activity Level and Nature of Practice and Play in Children’s Football

Practice and Play in the Development of Sport Expertise

20 years later: deliberate practice and the development of expertise in sport

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