Possibilidades e potencialidades técnico-táticas em diferentes tradicionais jogos/brincadeiras de bola com os pés (Technical-tactics possibilities and potentialities in different traditional ball games played with feet) (Posibilidades y potencialidades

Abstract

Resumo. O estudo tem como objetivo investigar as possibilidades e diferentes potencialidades dos jogos que compõem a cultura tradicional brasileira de brincadeiras de bola com os pés. Participaram do estudo 28 futebolistas, sendo 14 crianças (Grupo 01: 9,7±1,2 anos) e 14 universitários (Grupo 02: 21,1±1,7 anos). Os jogadores participaram de três jogos/brincadeiras de bola com os pés (Rebatida, Bobinho e Artilheiro). O desempenho dos jogadores foi analisado através do software Dvideow®, que registrou as ações técnico-táticas realizadas por ambos grupos. Foi possível constatar que cada um dos jogos/brincadeiras de bola com os pés investigados, em meio ao seu processo de organização, apresentam as mesmas possibilidades técnico-táticas, independentemente do grupo a jogar, ao mesmo tempo em que estes díspares jogos proporcionaram diferentes potencialidades técnico-táticas. Portanto, o entendimento do processo de organizacional sistêmico dos jogos/brincadeiras de bola com os pés demonstra ser conhecimento fundamental para o treinador planejar e conduzir sessões de treino representativas e desafiadoras. O conhecimento sobre as possibilidades e potencialidades dos diversos jogos/brincadeiras de bola com os pés, pertencentes à cultura do nosso futebol de rua, permitem aos treinadores implementar e acompanhar um processo de ensino centrado no aluno, pautado no jogo e inspirado na pedagogia da rua.
 Abstract. This study aimed to investigate the possibilities and potentialities of different games which compose the traditional Brazilian culture of playing ball games with feet, highlighting its systemic organizational process. Twenty-eight male soccer players participated in the study, being 14 children (Group 01: 9,7±1,2 years) and 14 university students (Group 02: 21,1±1,7 years). The players performed three games played with their feet (Rebatida, Bobinho and Artilheiro). The players' performance was analyzed using the Dvideow® software, which recorded the technical-tactical actions performed by both groups. It was possible to highlight that each of the game investigated, respecting their own organization process, presented the same technical-tactical possibilities, regardless of the group of players, at the same time that these disparate games provided different technical-tactical potentialities. Therefore, understanding the systemic organizational process of ball games played with the feet proves to be extremely important for coaches' better plan and conduct representative and challenging training sessions. The knowledge about the possibilities and potentialities of several small games, belonging to the culture of our street football, allow coaches to implement and monitor a player-centered and game-based teaching and training process, inspired by street pedagogy.
 Resumen. El estudio tiene como objetivo investigar las posibilidades y el potencial de los diferentes juegos que conforman la cultura tradicional brasileña de jugar a la pelota con los pies, destacando su proceso organizativo sistémico. Participaron en el estudio 28 jugadores de fútbol, siendo 14 niños (Grupo 01: 9,7±1,2 años) y 14 estudiantes universitarios (Grupo 02: 21,1±1,7 years). Los jugadores participaron en tres juegos de pelota con los pies (Rebatida, Rondo and Artilheiro). El rendimiento de los jugadores se analizó utilizando el software Dvideow®, que registró las acciones técnico-tácticas realizadas por ambos grupos. Fue posible verificar que cada uno de los juegos investigados, en el medio de su proceso de organización, presenta las mismas posibilidades técnico-tácticas, independientemente del grupo de jugadores, al mismo tiempo que estos juegos dispares proporcionaban diferentes potencialidades técnico-tácticas. Por lo tanto, la comprensión del proceso organizativo sistémico de los juegos de pelota con los pies demuestra ser un conocimiento fundamental para que el entrenador planifique y realice sesiones de entrenamiento representativas y desafiantes. El conocimiento sobre las posibilidades y el potencial de los diversos juegos de pelota con los pies, pertenecientes a la cultura de nuestro fútbol callejero, permiten a los entrenadores implementar y monitorear un proceso de enseñanza centrado en el alumno, basado en el juego e inspirado en la pedagogía callejera.

The Poor “Wealth” of Brazilian Football: How Poverty May Shape Skill and Expertise of Players

“…Still, underpinning the quotes in Table 2 , in spite of the other physical engagements, football seems to be the preferable activity for the interviewees. On this note, it has been reported that more than the 11-a-side regulation form of the sport, various other configurations of the game such as Bobinho (i.e., rondo), Rebote (i.e., rebound), and Artilheiro (i.e., striker, top scorer) have composed the traditional culture of playing ball games with the feet (Scaglia et al, 2021 ). In addition, street football, beach soccer, and futsal have been traditionally played within the Brazilian society (Uehara et al, 2019 ).…”

Contrasting Learning Psychology Theories Applied to the Teaching-Learning-Training Process of Tactics in Soccer

“…On the other hand, only cognitivism and constructivism are recognized as interactionist approaches since they are inherently conducted within the context of play (Scaglia et al, 2014). These two approaches reflect the conditions for the learners to reach their potential in relation to their autonomy in reading the play and making decisions (Scaglia et al, 2021). We also understand that, even if only these two approaches are showing a greater applicability to the play -at the expense…”

“…The characteristics that will make players integrate new content into their "way to play" include awareness and reading of the game (Scaglia et al, 2021). Such characteristics help players recognize the situations of play where the new content, intentions, or advice from the coaches apply.…”

“…These approaches to direct the teaching-learning-training process are thus compatible with this idea of assembling exercise-games and interventions precisely in the way they are utilized for teaching, learning, and/or training. Game-based activities are reported to be utilized to teach, to learn, or to train, separately (Scaglia, 2020;Scaglia et al, 2021). In occurrence, in formal practice environments, the context of play is generally used as an instrument of training and/or of teaching with the aim to reach higher levels of understanding, performance, and potentially results, notably through the orientations given from the coach.…”

“…As deducted from the analysis proposed in this article, coaches should value constructivism and its associated holistic variants under the umbrella of the interactionist theory (e.g., ecological, socio-cultural) and refrain from adapting prescriptive behaviorism for the development of tactical behavior even if it can look more efficient to correct actions or prepare a team to perform. In fact, behaviorism would not contribute to the development of full potential or adaptive play (Scaglia et al, 2021). In fact, behaviorism imposes its own range of applicability and should be judged as incompatible to the development of tactical behavior.…”