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Effects of 6 Weeks Direct Instruction and Teaching Games for Understanding Programs on Physical Activity and Tactical Behaviour in U-12 Soccer Players

Author

Listed:
  • Juan Vicente Sierra-Ríos

    (Physical Education Department, Faculty of Education, University of Castilla-La Mancha, 16071 Cuenca, Spain)

  • Filipe Manuel Clemente

    (Escola Superior Desporto e Lazer, Instituto Politécnico de Viana do Castelo, Rua Escola Industrial e Comercial de Nun’Álvares, 4900-347 Viana do Castelo, Portugal
    Instituto de Telecomunicações, Delegação da Covilhã, 1049-001 Lisboa, Portugal)

  • Ezequiel Rey

    (Faculty of Education and Sport Sciences, University of Vigo, 36005 Pontevedra, Spain)

  • Sixto González-Víllora

    (Physical Education Department, Faculty of Education, University of Castilla-La Mancha, 16071 Cuenca, Spain)

Abstract

The purpose of this study was to compare the effects of 6 weeks direct instruction and teaching games for understanding (TGfU) programs on the decision-making and execution (post-interventions), as well, as on the physical activity (PA) levels during sessions. Thirty under-12 football players participated in this study (age: 10.3 ± 0.45 years) and were randomly assigned to TGfU ( n = 15) or direct instruction ( n = 15) group. Two sessions/week were implemented. Results revealed that TGfU promoted higher levels ( p = 0.043; d = 2.99) of light PA (28.96%) compared with direct instruction (27.55%). Non-significant higher sedentary PA levels ( p = 0.073; d = 2.62) were found in the control group (35.48%). In terms of tactical principles, conservation of the ball increased the percentage of moderate to vigorous physical activity in TGfU (43.60%) compared with direct instruction (38.05%). According to the Game Performance Evaluation Tool (GPET), significant improvements ( p = 0.018, d = 3.78) of the attacking player with the ball in the percentage of change between groups in the unsuccessful execution in TGfU (% = −62.2) were observed compared with direct instruction (% = 14.2). TGfU seems to be more appropriate than direct instruction to increase the light PA levels during sessions while no significant differences were found between programs in moderate and vigorous intensities. Regarding the effects of programs in decisions, greater improvements in decisions with the ball were found in TGFU compared to DI.

Suggested Citation

  • Juan Vicente Sierra-Ríos & Filipe Manuel Clemente & Ezequiel Rey & Sixto González-Víllora, 2020. "Effects of 6 Weeks Direct Instruction and Teaching Games for Understanding Programs on Physical Activity and Tactical Behaviour in U-12 Soccer Players," IJERPH, MDPI, vol. 17(14), pages 1-14, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:14:p:5008-:d:383466
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    References listed on IDEAS

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    1. Clemente, Filipe Manuel & Afonso, José & Castillo, Daniel & Arcos, Asier Los & Silva, Ana Filipa & Sarmento, Hugo, 2020. "The effects of small-sided soccer games on tactical behavior and collective dynamics: A systematic review," Chaos, Solitons & Fractals, Elsevier, vol. 134(C).
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    Cited by:

    1. Javier Portillo & Pablo Abián & Alfredo Bravo-Sánchez & Alberto Dorado-Suárez & Javier Abián-Vicén, 2023. "Effects of the Comprehensive and Technical Models of Sports Teaching in Secondary School Students," Sustainability, MDPI, vol. 15(8), pages 1-14, April.

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