Effects of modification of task constrains in 3-versus-3 small-sided soccer games

In this study, the pedagogical principles of representation and exaggeration of Game-Centred Approaches (GCAs) as task constraints were examined. Youth soccer players' game performance was analysed according to tactical problems. Two different 3-versus-3 games were analysed using the Game Perfo...

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Bibliographic Details
Published in:South African journal for research in sport, physical education and recreation physical education and recreation, 2015-01, Vol.37 (2), p.119-129
Main Authors: Garcia-Lopez, Luis M., Gonzalez-Villora, Sixto, Serra-Olivares, Jaime
Format: Article
Language:English
Subjects:
Complex skill acquisition
Contextual interference
Modified games
Sports pedagogy
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Summary:In this study, the pedagogical principles of representation and exaggeration of Game-Centred Approaches (GCAs) as task constraints were examined. Youth soccer players' game performance was analysed according to tactical problems. Two different 3-versus-3 games were analysed using the Game Performance Evaluation Tool (GPET), namely a game modified by representation and a game modified by the pedagogical principles of representation and exaggeration that enhanced the problem of attacking the goal. It was found that there were a greater number of decision-making units for attacking during the modified game, which enhanced the problem of attacking the goal, although differences were not found to be significant. The players' tactical problem adaptation was significantly better in the game that was modified by representation with regard to maintaining possession of the ball (p
ISSN:0379-9069