Differential Learning as a Key Training Approach to Improve Creative and Tactical Behavior in Soccer

Autor/inn/en	Santos, Sara; Coutinho, Diogo; Gonçalves, Bruno; Schöllhorn, Wolfgang; Sampaio, Jaime; Leite, Nuno
Titel	Differential Learning as a Key Training Approach to Improve Creative and Tactical Behavior in Soccer
Quelle	In: Research Quarterly for Exercise and Sport, 89 (2018) 1, S.11-24 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonçalves, Bruno) ORCID (Sampaio, Jaime)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
DOI	10.1080/02701367.2017.1412063
Schlagwörter	Team Sports; Teaching Methods; Randomized Controlled Trials; Comparative Analysis; Pretests Posttests; Games; Creativity; Group Behavior; Athletics; Foreign Countries; Children; Adolescents; Training; Video Technology; Skill Development; Statistical Analysis; Age Differences; Factor Analysis; Portugal + Suchen Sie Ihr Suchwort? Mannschaftssport; Teaching method; Lehrmethode; Unterrichtsmethode; Game; Spiel; Spiele; Kreativität; Gruppenverhalten; Leichtathletik; Ausland; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Faktorenanalyse
Abstract	Purpose: The aim of this study was to identify the effects of a differential-learning program, embedded in small-sided games, on the creative and tactical behavior of youth soccer players. Forty players from under-13 (U13) and under-15 (U15) were allocated into control and experimental groups and were tested using a randomized pretest to posttest design using small-sided games situations. Method: The experimental group participated in a 5-month differential-learning program embodied in small-sided games situations, while the control group participated in a typical small-sided games training program. In-game creativity was assessed through notational analyses of the creative components, and the players' positional data were used to compute tactical-derived variables. Results: The findings suggested that differential learning facilitated the development of creative components, mainly concerning attempts (U13, small; U15, small), versatility (U13, moderate; U15, small), and originality (U13, unclear; U15, small) of players' actions. Likewise, the differential-learning approach provided a decrease in fails during the game in both experimental groups (moderate). Moreover, differential learning seemed to favor regularity in pitch-positioning behavior for the distance between players' dyads (U13, small; U15, small), the distance to the team target (U13, moderate; U15, small), and the distance to the opponent target (U13, moderate; U15, small). Conclusions: The differential-learning program stressed creative and positional behavior in both age groups with a distinct magnitude of effects, with the U13 players demonstrating higher improvements over the U15 players. Overall, these findings confirmed that the technical variability promoted by differential learning nurtures regularity of positioning behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01