Enhancing learning in the context of Street football: a case for Nonlinear Pedagogy

The nature of formative physical activities and sports in the development of senior volleyball players

“…Indeed, evidence from performance trajectories of many elite athletes indicates the value and benefit of diverse youth sport activities in both coach-led, structured and organised practice (in sport clubs, high-school sports or sport academies). Many studies have also signalled the value of peer-led, unstructured and non-formally-organised activities, in both the athlete's primary sport as well as other sports 1,[11][12][13] . Accordingly, two contrasting developmental pathways to expert performance in sport have emerged in the literature: "early specialisation" and "early diversification" 5,14,15 .…”

Changing Rules and Configurations During Soccer Small-Sided and Conditioned Games. How Does It Impact Teams’ Tactical Behavior?

“…During their developmental process, players are continually involved in different practice contexts that strongly influence their perceptual-cognitive skills, skill acquisition, among others (Fonseca and Garganta, 2006; Ford et al, 2009, 2012; Roca et al, 2012). In this regard, the early engagement in an unstructured practice and play-oriented activities developed by the own learners (i.e., Street Soccer) seems to enhance motor and perceptual-cognitive skills of soccer players, being understood as an important representative learning environment, since such environments stimulate player’s perceptual attunement to key information sources, also present in competitive environments (Fonseca and Garganta, 2006; Scaglia, 2011, 2014; Roca et al, 2012; Machado et al, 2019).…”

“…However, nowadays, a set of formal learning environments (e.g., soccer schools, soccer clubs, physical education classes, etc.) has emerged as the most common and appropriate places for children to learn and play soccer (Machado et al, 2017, 2019). Nevertheless, traditional teaching methods utilized in such environments are usually supported by a linear pedagogy, meaning that practitioners (i.e., coaches and/or physical education teachers) provide players and students with structured training sessions or classes characterized by the repetition of drills or rehearsals, mainly focusing on the development of technical and physical skills through application of decontextualized tasks that do not promote and stimulate the players’/students’ tactical awareness and game understanding (Ford et al, 2010; Galatti et al, 2014; Chow et al, 2016).…”

Formar O Treinador E O Jogador Nas Categorias De Base Do Futebol: Engendrando Na Interação E/Ou Na Especificidade?

“…Se o tema da formação de treinadores no clube, de maneira mais sistemática e intencional, é uma discussão mais nova, as propostas para a formação de jogadores são mais recorrentes e diversas na literatura a partir de teorias inatistas, empiristas ou interacionistas (GALATTI et al, 2014;SCAGLIA et al, 2013); na própria especificidade do futebol são diversas as propostas contemporâneas (BETTEGA et al, 2015). Na formação dos jogadores, uma sugestão de sustentação do processo é apresentada pela Pedagogia Não Linear (PNL) (CHOW et al, 2015;MACHADO et al, 2019), que busca, através da manipulação dos constrangimentos da tarefa 1 , estimular a exploração das informações do contexto de jogo. A PNL é indicada neste texto por compreender o treinador como um agente em formação que visa estimular o desenvolvimento de jogadores buscando atender o cenário complexo e não linear do jogo, sendo papel do treinador a criação de oportunidades de interação do jogador com o meio, facilitando, assim, o desenvolvimento da tomada de decisão e a conscientização das diferentes ações realizadas no jogo .…”