Role of age and experience in attacking tactical knowledge among Iranian soccer school players

  1. Serra-Olivares, Jaime 1
  2. Maleki, Mohammad 2
  3. Zarei, Arash 2
  1. 1 Universidad Católica de Temuco
    info

    Universidad Católica de Temuco

    Temuco, Chile

    ROR https://ror.org/051nvp675

  2. 2 University of Kurdistan
    info

    University of Kurdistan

    Sanandaj, Irán

    ROR https://ror.org/04k89yk85

Aldizkaria:
Cultura, ciencia y deporte

ISSN: 1696-5043

Argitalpen urtea: 2021

Alea: 16

Zenbakia: 49

Orrialdeak: 485-496

Mota: Artikulua

DOI: 10.12800/CCD.V16I49.1453 DIALNET GOOGLE SCHOLAR

Beste argitalpen batzuk: Cultura, ciencia y deporte

Garapen Iraunkorreko Helburuak

Laburpena

Se evaluó y comparó el conocimiento declarativo y procedimental de jugadores de fútbol iraníes en edad escolar, con diferentes niveles de edad y experiencia. Un total de 456 jugadores de categorías Sub-10, Sub-13 y Sub 16 organizados en grupos de experiencia en competición (alta, media y baja) completaron el Test de Conocimiento Táctico Ofensivo en Fútbol (TCTOF). Los resultados muestran diferencias significativas en el conocimiento táctico, declarativo y procedimental en función de los diferentes grupos de nivel, edad y experiencia. Los hallazgos del test post-hoc de Bonferroni revelan diferencias significativas entre los grupos de experiencia (Sub-16, Sub-13 y Sub-10) y entre los grupos de nivel alto y medio con el grupo de nivel bajo de experiancia (p=0.00). El grupo Sub-16 y con experiencia alta obtuvo resultados significativamente superiores en el test que el grupo U-10 y con baja experiencia (p=0.00).  Además, se observaron diferencias significativas entre lo grupos Sub-16 y Sub-10 en las partes del test declarativa y procedimental (p=0.00). Los resultados confirman la influencia de la experiencia en competición (exposición a conceptos deportivos específicos y del desarrollo psicofísico) sobre el nivel de conocimiento táctico sobre los deportes de invasión como el fútbol. Se sugiere que la mejora del conocimiento táctico declarativo y procedimental en las primeras edades influiría sobre el nivel de rendimiento en fútbol en test similares.

Erreferentzia bibliografikoak

  • Americo, H. B., Kowalski, M., Cardoso, F., Kunrath, C. A., GonzalezVillora, S., & Teoldo, I. (2017). Difference in declarative tactical knowledge between u-11 and u-15 soccer players. Human Movement, 18(5), 25–30. https://doi.org/10.1515/humo-2017-0045
  • Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Reuiew, 89, 369–406.
  • Baker, J., Côté, J., & Abernethy, B. (2003). Sport specific training, deliberate practice and the development of expertise in team ball sports. Journal of Applied Sport Psychology, 15, 12–25.
  • Bayer, C. (1992). The teaching of collective sports games. Barcelona: Hispano Europea.
  • Bjurwill, C. (1993). Read and react: the football formula. Perceptual and Motor Skills, 76, 1383–1386.
  • Blomqvist, M., Vanttinen, T. & Luhtanen, P. (2005). Assessment of secondary school students’ decision-making and game-play ability in soccer. Physical Education and Sport Pedagogy, 10(2), 107–119. https:// doi.org/10.1080=17408980500104992
  • Blomqvist, M., Luhtanen, P., & Laakso, L. (2000). Expert‐Novice Differences in Game Performance and Game Understanding of Youth Badminton Players. European Journal of Physical Education, 5(2), 208– 219.
  • Blomqvist, M., & Vänttinen, T. (2006). Knowledge of soccer terminology in junior players. AIESEP World Congress, 258. Jyväskylä, Finland.
  • Borges, P. H., Guilherme, J., Rechenchosky, L., da Costa, L. C. A., & Rinadi, W. (2017). Fundamental Tactical Principles of Soccer: a Comparison of Different Age Groups. Journal of Human Kinetics, 58, 207–214. https://doi.org/10.1515/hukin-2017-0078
  • Costa, M., & Reyes, J. P. (2015). The level of declarative knowledge about tactical principles of game of football players of different categories [in Portuguese]. Revista Brasileira de Futsal e Futebol, 7(23), 111–127.
  • Côté, J., Baker, J., & Abernethy, B. (2007). Practice and play in the development of sport expertise. In G. Tenenbaum & R.C. Eklund (Eds.), Handbook of Sport Psychology (3rd ed.) (pp. 184–202). Hoboken, NJ: Wiley.
  • De la Vega M. R., M., & Del Valle D. S. Maldonado R. A. F. & Hernandez, A. M. (2008). Una nueva herramienta para la comprensión táctica del fútbol. Revista Internacional de Medicina y Ciencias de La Actividad Física y El Deporte, 8(30), 130–145.
  • Del Villar, F., Iglesias, D., Moreno, M. P., Fuentes, J. P., & Cervelló, E. (2004). An investigation into procedural knowledge and decisionmaking: Spanish experienced-inexperienced basketball players differences. Journal of Human Movement Studies, 46, 407–420.
  • Dicks, M., Davids, K., & Button, C. (2008). Representative task designs for the study of perception and action in sport. International Journal of Sport and Exercise Psychology, 4, 506–524.
  • Domínguez La Rosa, P., & Espeso, E. G. (2002). El conocimiento metacognitivo y su influencia en el aprendizaje motor. Revista Internacional de Medicina y Ciencias de La Actividad Física y El Deporte, 2(4), 59–68.
  • Doostdari, S., Ganjooee, F. A. & Soheily, B. (2015). A Survey of Football Talent Identification Problems. Sport Management (in Persian), 7(4), 621–635. https://doi.org/10.22059/JSM.2015.55971
  • Elferink-Gemser, M. T., Visscher, C., Richart, H., & Lemmink, M., K. A. P. (2004). Development of the tactical skills inventory for sports. Perceptual and Motor Skills, 99, 883–895.
  • French, K. E., & McPherson, S. L. (1999). Adaptations in response selection processes used during sport competition with increasing age and expertise. International Journal of Sport Psychology, 30, 173–193.
  • García-Ceberino, J. M., Gamero, M. G., Sebastián Feu, A., & Ibáñez, S. J. (2020). Experience as a Determinant of Declarative and Procedural Knowledge in School Football. International Journal of Environmental Research and Publich Health, 17(1063), 1–14. https://doi.org/10.3390/ ijerph17031063
  • García-González, L.; Iglesias-Gallego, D.; Moreno-Domínguez, A.; GilArias, A., & & Del-Villar-Álvarez, F. (2011). La competición como variable precursora del conocimiento en tenis. Revista Internacional de Medicina y Ciencias de La Actividad Física y El Deporte, 11(43), 592–607.
  • García-López, L. M., Gutiérrez, D., González-Víllora, S., Abellán, J., & Webb, L. (2010). Expert-novice differences in procedural knowledge in young soccer players from local to international level. Journal of Human Sport & Exercise, 5(3), 444–452. https://doi.org/10.4100/ jhse.2010.53.14
  • Giacomini, D., Silva, E., & Greco, P. (2011). Comparação do conhecimento tático declarativo de jogadores de futebol de diferentes categorias e posições. Revista Brasileira de Ciências Do Esporte, 33, 445–463.
  • Gil, A., Moreno, M. P., Garcıa-Gonzalez, L., Moreno, A., & Del Villar, F. (2012). Analysis of Declarative and Procedural Knowledge in Volleyball according to the Level of Practice and Players’ Age. Perceptual & Motor Skills, 115(2), 632–644. https://doi.org/10.2466/30.10.25. PMS.115.5.632-644
  • Gil, A., Moreno, M. P., Moreno, A., García-González, L., & Del Villar, F. (2011). The federated practice as element of development of the knowledge: application to the formation volleyball. International Journal Sport Science, 24, 230–244.
  • González-Víllora, S., García-López, L. M., & Contreras-Jordán, O. R. (2015). Decision making and skill development in youth football players. The International Journal of Medicine and Science in Physical Education and Sport, 15(59), 467–487.
  • González-Víllora, S., García, L., Gutiérrez, D., & Contreras, O. R. (2010). [Tactical awareness and decision making in youth football players (12 years): a descriptive study]. Infancia y Aprendizaje, 33, 489–501.
  • González-Víllora, S., García López, L. M., Pastor Vicedo, J. C., & Contreras-Jordán, O. R. (2011). Tactical knowledge and decision making in young football players (10 years old) [in Spanish]. Revista de Psicologia Del Deporte, 20(1), 79–97.
  • Gréhaigne, J. F. (1992). L’organisation du jeu en football [The organisation of play in soccer]. Paris: ACTIO. Grehaigne, J. F., Richard, J. F., & Griffin, L. (2005). Teaching and Learning Team Sports and Games. Oxon: Routledge: Taylor & Francis Group.
  • Griffin, L.L., Dodds, P., Placek, J., & Tremino, F. (2001). Middle School Students Conceptions of Soccer Their Solutions to Tactical Problems. Journal of Teaching and Physical Education, 20, 324–340. https://doi. org/10.1123/jtpe.20.4.324
  • Janelle, C. M., & Hillman, C. H. (2003). Expert performance in sport: Current perspective and critical issues. In J.L. Starkes & K.A. Ericsson (Eds.), Expert Performance in sports: Advances in research on sport expertise. Champaign, IL: Human Kinetics.
  • Juan, M. García-Ceberino, María, G. Gamero, Sebastián Feu, A., & Sergio, J. I. (2020). Experience as a Determinant of Declarative and Procedural Knowledge in School Football. International Journal of Environmental Research and Publich Health, 17(1063), 3–14. https:// doi.org/10.3390/ijerph17031063
  • Kannekens, R., Elferink-Gemser, M. T., & Visscher, C. (2011). Positioning and deciding: Key factors for talent development in soccer. Scandinavian Journal of Medicine and Science in Sports, 21, 846–852.
  • Lee, T. D., & Magill, R. A. (1985). Can forgetting facilitate skill acquisition? In D. Goodman, R. B. Wilberg and I. M. Franks (Eds), Differing perspectives in motor learning, memory, and control (pp. 3–22). Amsterdam: Elsevier.
  • Macnamara, B. N., Moreau, D., & Hambrick, D. Z. (2016). The Relationship Between Deliberate Practice and Performance in Sports: A Meta-Analysis. Prospectives on Psychological Science, 11(3), 333–350. https://doi.org/10.1177/1745691616635591
  • Malina, R. M., Eisenmann, J. C., Cumming, S. P., Ribeiro, B., & Aroso, J. (2004). Maturity-associated variation in the growth and functional capacities of youth football (soccer) players 13–15 years. European Journal of Applied Physiology, 91, 555–562.
  • Matias, C. J., & Greco, P. J. (2010). Cognition and action in team ball sports. Cognição e Ação, 15, 252–271.
  • McGee, R., & Farrow, A. (1987). Test questions for physical education activities. Champaign: Human Kinetics.
  • McPherson, S. L. (2008). Tactics: using knowledge to enhance performance. In Farrow D, Baker J, MacMahon C. Developing sport expertise: researchers and coaches put theory into practice (pp. 155–167). London: Routledge.
  • McPherson, S. L., & Kernodle, M. W. (2003a). Tactics, the neglected attribute of expertise: problem representations and performance skills in tennis. In Starkes JL, Ericsson KA. Expert performance in sports: advances in research on sport expertise (pp. 137–168). Champaign: Human Kinetics.
  • McPherson, S. L., & Kernodle, M. W. (2003b). Tactics, the neglected attribute to expertise: problem representations and performance skills in tennis. In J. L. Starkes & K. A. Ericsson (Eds.), Expert performance in sports: advances in research on sport expertise (pp. 137– 167). Champaign, IL: Human Kinetics.
  • McPherson, S. L., & Kernodle, M. W. (2007). Mapping two new points on the tennis expertise continuum: tactical skills of adult advanced beginners and entry-level professionals during competition. Journal of Sports Sciences, 25, 945–959.
  • McPherson, S. L., & Thomas, J. R. (1989). Relation of knowledge and performance in boys’ tennis: age and expertise. Journal of Experimental Child Psychology, 48(2), 190–211. https://doi.org/10.1016/0022- 0965(89)90002-7
  • Mitchell, S. A. Oslin, J. A. & Griffin, L. L. (2013). Teaching sport concepts and skills : a tactical games approach for ages 7 to 18. Champaign, IL: Human Kinetics.
  • Moreira, P. D., Soares, V. O. V., Praça, G. M., Matias, C. J. A. S., & Greco, P. J. (2014). Declarative tactical knowledge in soccer players [in Portuguese]. Kinesis, 32(2), 87–99. https://doi.org/105902/0102830814693
  • Moreno, A., Moreno, M. P., García-González, L., Iglesias, D., & Del Villar, F. (2006). Relación entre conocimiento procedimental, experiencia y rendimiento: un estudio en voleibol. Motricidad: European Journal of Human Movement, 17, 15–24.
  • Moreno, M. P., Moreno, A., Ureña, A., Iglesias, D., & Del Villar, F. (2008). Application of mentoring through reflection in female setters of the Spanish national volleyball team: a case study. International Journal of Sport Psychology, 39, 59–76.
  • North, J. S., Ward, P., Ericsson, A., & Williams, A. M. (2011). Mechanisms underlying skilled anticipation and recognition in a dynamic and temporally constrained domain. MEMORY, 19, 155–168.
  • Oslin, J. L., Mitchell, S. A., & Griffin, L. L. (1998). The Game Performance Assessment Instrument (GPAI): development and preliminary validation. Journal of Teaching in Physical Education, 17, 231–243.
  • Padilha, M. B., Moraes, J. C., & Teoldo, I. T. (2013). O estatuto posicional pode influenciar o desempenho tático entre jogadores da categoria Sub-13? Revista Brasileira de Ciência e Movimento, 21, 73–79.
  • Salehi Omran, E., Javadipour, M. & Mohammadizad, S. (2015). The amount of educational goals achievement in physical education course in elementary schools of Mazandaran province. Management and Sport Development: A Biannual Journal, 2(7), 124–135.
  • Serra-Olivares, J., & García-López, L. M. (2016). Design and Validation of the Soccer Tactical Knowledge Test (STKT). Revista Internacional de Medicina y Ciencias de La Actividad Física y El Deporte, 16(62), 521– 536. https://doi.org/10.15366/rimcafd2016.63.008
  • Serra-Olivares, J., García-López, L. M., & Calderón, A. (2015). Tactical domain-specific knowledge in young soccer players aged 8–12 [in Spanish]. Apunts Educación Física y Deportes, 122(4), 36–43. https:// doi.org/10.5672/apunts.2014-0983
  • Serra-Olivares, J., García-López, L. M., Calderón, A., & Cuevas Campos, R. (2015). Relationship between young soccer players’ tactical knowledge and age, experience and level of expertise [in Spanish]. Cuadernos de Psicología Del Deporte, 15(3), 105–112. https://doi. org/10.4321/S1578-84232015000300010
  • Starkes, J. L., & Ericsson, K. A. (2003). Expert Performance in Sports: Advances in Research on Sport Expertise. Champaign, IL: Human Kinetics.
  • Sternberg, R. J., & Horvath, J. A. (1995). A prototype view of expert teaching. Educational Research, 24, 9–17. https://doi.org/10.3102/ 0013189X024006009
  • Suppiah, H. T., Low, C. Y. & Chia, M. (2015). Detecting and developing youth athlete potential: different strokes for different folks are warranted. British Journal of Sports Medicine, 49(13), 878–882. https://doi.org/10.1136/bjsports-2015-094648
  • Teoldo, I., Guilherme, J., & Garganta, J. (2017). Training football for smart playing: on tactical performance of teams and players. Curitiba: Appris.
  • Vazinitaher, A., Shahbazi, M. & Bagherzadeh, F. (2011). Multivariate approach in talent identification of soccer players under 16 years old. Journal of Development and Motor Learning, 3(11), 103–128.
  • Webb, P. & Pearson, P. (2008). An Integrated Approach to Teaching Games for Understanding (TGfU). 1st Asia Pacific Sport in Education Conference. Adelaide.
  • Williams, A. M., Ward, P., Bell-Walker, J., & Ford, P. R. (2012). Perceptualcognitive expertise, practice history profiles and recall performance in soccer. Brit J Psychol, 103(3), 393–411. https://doi.org/10.1111/ j.2044-8295.2011.02081.x.
  • Williams, M., & Davids, K. (1995). Declarative knowledge in sport: a byproduct of experience or a characteristic of expertise? Journal of Sport and Exercise Psychology, 17(3), 259–275. https://doi.org/10.1123/ jsep.17.3.259
Datuen iturria: Dialnet