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Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology

Author

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  • Juan M. García-Ceberino

    (Optimization of Training and Sports Performance Research Group (GOERD, acronym in Spanish), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Education, University of Extremadura, 06006 Badajoz, Spain)

  • Antonio Antúnez

    (Optimization of Training and Sports Performance Research Group (GOERD, acronym in Spanish), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Education, University of Extremadura, 06006 Badajoz, Spain)

  • Sebastián Feu

    (Optimization of Training and Sports Performance Research Group (GOERD, acronym in Spanish), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Education, University of Extremadura, 06006 Badajoz, Spain)

  • Sergio J. Ibáñez

    (Optimization of Training and Sports Performance Research Group (GOERD, acronym in Spanish), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Sports Science, University of Extremadura, 10003 Cáceres, Spain)

Abstract

The design of teaching tasks determines the physical and physiological demands that students are exposed to in physical education classes. The purpose of this study is to quantify and compare, according to gender and teaching methodology, the external (eTL) and internal (iTL) load resulting from the application of two programs that follow different teaching methodologies, i.e., a Tactical Games Approach (TGA) and Direct Instruction (DI), to teach school football. The Ratings of Perceived Exertion (RPEs) recorded in the assessments were also studied. A total of 41 students in the fifth year of primary education from a state school from Spain participated in the study (23 boys and 18 girls), aged from 10 to 11 ( M ± SD , 10.63 ± 0.49 years) and divided into two class groups. All the sessions were monitored with inertial devices that made it possible to record physical activity and convert the information into kinematic parameters. The results indicated that the students who followed the TGA method recorded higher iTL values (heart rate) and spent more time performing high-intensity activities. Boys recorded higher eTL, iTL, and RPE values than girls. There was an evolution in the RPE between the assessments, with both groups presenting a more efficient RPE in the posttest. The TGA method favors student physical fitness and health, thus, this method is recommended when planning physical education sessions.

Suggested Citation

  • Juan M. García-Ceberino & Antonio Antúnez & Sebastián Feu & Sergio J. Ibáñez, 2020. "Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology," IJERPH, MDPI, vol. 17(1), pages 1-18, January.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:1:p:344-:d:305047
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    References listed on IDEAS

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    1. Alfredo Bravo-Sánchez & Javier Abián-Vicén & Pablo Abián, 2017. "Analysis of the physical and technical differences between 7-a-side and 8-a-side game modalities in official under 12 soccer matches," International Journal of Performance Analysis in Sport, Taylor & Francis Journals, vol. 17(4), pages 545-554, July.
    2. Jaime Sampaio & Tim McGarry & Julio Calleja-González & Sergio Jiménez Sáiz & Xavi Schelling i del Alcázar & Mindaugas Balciunas, 2015. "Exploring Game Performance in the National Basketball Association Using Player Tracking Data," PLOS ONE, Public Library of Science, vol. 10(7), pages 1-14, July.
    3. Sebastián Feu & Javier García-Rubio & María de Gracia Gamero & Sergio J Ibáñez, 2019. "Task planning for sports learning by physical education teachers in the pre-service phase," PLOS ONE, Public Library of Science, vol. 14(3), pages 1-18, March.
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    1. Juan Vicente Sierra-Ríos & Filipe Manuel Clemente & Israel Teoldo & Sixto González-Víllora, 2021. "Internal and External Load Variations in Young Students: Comparisons between Small-Sided Games and Small-Sided Games Combined with Strength Training during Physical Education Classes," IJERPH, MDPI, vol. 18(4), pages 1-12, February.
    2. Juan M. García-Ceberino & María G. Gamero & Sebastián Feu & Sergio J. Ibáñez, 2020. "Experience as a Determinant of Declarative and Procedural Knowledge in School Football," IJERPH, MDPI, vol. 17(3), pages 1-14, February.
    3. Juan M. García-Ceberino & Sebastián Feu & María G. Gamero & Sergio J. Ibáñez, 2023. "Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class," Sustainability, MDPI, vol. 15(12), pages 1-10, June.
    4. David Mancha-Triguero & Javier García-Rubio & José M. Gamonales & Sergio J. Ibáñez, 2021. "Strength and Speed Profiles Based on Age and Sex Differences in Young Basketball Players," IJERPH, MDPI, vol. 18(2), pages 1-14, January.
    5. María G. Gamero & Juan M. García-Ceberino & Sergio J. Ibáñez & Sebastián Feu, 2021. "Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball," IJERPH, MDPI, vol. 18(22), pages 1-18, November.
    6. 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.
    7. Javier Portillo & Alfredo Bravo-Sánchez & Pablo Abián & Alberto Dorado-Suárez & Javier Abián-Vicén, 2022. "Influence of Secondary School Students’ Physical Fitness on Sports Performance during an Ultimate Frisbee Competition," IJERPH, MDPI, vol. 19(7), pages 1-10, March.

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