Exploratory Behavior and the Temporal Structure of Soccer Small-Sided Games to Evaluate Creativity in Children

Canton, Albert; Torrents, Carlota; Ric, Ángel; Guerrero, I.; Hileno, Raúl; Hristovski, Robert

doi:10.1080/10400419.2020.1836878

Cited by 15 publications

(26 citation statements)

References 60 publications

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“…On the other hand, the 1-floater and the 3vs3 formats could be adopted if the coaches aim to expose players to a more complex and unpredictable tactical scenario, which can foster original behaviours and increase the tactical repertoire, as recommended in the literature. 36 Also, we demonstrate that both formats with floaters increase in-width positioning. This might be considered by coaches when developing training contents focused on ball circulation patterns in youth soccer.…”

Section: Discussionmentioning

confidence: 54%

Designing facilitated task constraints for different age groups in soccer: The impact of floaters’ rules

Praça

Moreira

Rochael

et al. 2021

International Journal of Sports Science & Coaching

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This study compared the influence of changing floaters’ rules on player positioning in small-sided games (SSG) played by different age groups. A total of 48 youth soccer players (24 U-13 and 24 U-14) took part in the study, playing three different SSGs: regular 3vs3, 1-floater condition (one floater playing for both teams), and 2-floater condition (one floater per team, with alternate participation). Positional data were collected by 5 Hz GPS devices, generating individual (spatial exploration index) and collective (team’s length, width, length per width ratio, and stretching index) positional variables. The results revealed that the 2-floater format significantly reduced the length (p = 0.001), and both formats with floaters increased the width (p < 0.001). Also, the 1-floater format presented the lowest stretching index (p < 0.001). Concerning age-group differences, older players presented higher values of length (p < 0.001), length per width ratio (p < 0.001), and spatial exploration index (p < 0.001) than their younger counterparts. The 2-floater SSG format is a more facilitated and simplified version of numerically unbalanced SSGs, which might be considered by coaches when designing tasks adjusted to the level of the athletes.

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Section: Discussionmentioning

confidence: 54%

Designing facilitated task constraints for different age groups in soccer: The impact of floaters’ rules

Praça

Moreira

Rochael

et al. 2021

International Journal of Sports Science & Coaching

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“…The flexibility indicator is influenced by the use of technology at all levels of SAMR. The flexibility is shown by students' ability to generate several ideas with varied patterns (Canton et al, 2021). LMS and social media help students to collaborate and discuss with friends and teachers in providing details and diversity of ideas from the projects (Cummings & Blatherwict, 2017).…”

Section: Flexibility Based On Samrmentioning

confidence: 99%

Reshaping technology-based projects and their exploration of creativity

Ayu

Saputro

Sarwanto

et al. 2023

EURASIA J Math Sci Tech Ed

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This study explores how reshaping technology-based projects in learning designed using SAMR framework (substitution, augmentation, modification, redefinition) can influence students’ creativity. This research is a mixed method, combining quantitative data and qualitative data. The researcher analyzed the results of the students’ pretest and posttest scores and questionnaires and coded the interviews’ results. The research participants were 175 Indonesian students who took a hybrid learning class. This study uses the results of structural equation modeling to determine the contribution of technology to student creativity. The results showed that the most explored creativity indicator was flexibility and the least explored was elaboration. Based on the level of technology use in the SAMR framework, the modification level has the most influence on students’ creativity, while the substitution level has the least influence. Technology tends to be used as a substitute for traditional learning. Our research shows that the level of technology use in SAMR influences the level of creativity in students’ projects with varying impacts. This study concludes that integrating technology into learning in stages contributes to exploring students’ creativity and automatically increases their mastery of technology.

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“…In this light similarity measures come as a natural measure of creative outcomes [24]. For example, in analyzing the structure of football games the cosine similarity measure known as Tucker's congruence was able to discern the differences of collective patterns that emerged under different task boundary conditions [77]. Similarity measures are mathematically connected to another potentially useful measure: entropy [78].…”

Section: Some Measures Of Collaborative Creativitymentioning

confidence: 99%

Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings

et al. 2021

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Educational systems consider fostering creativity and cooperation as two essential aims to nurture future sustainable citizens. The cooperative learning approach proposes different pedagogical strategies for developing creativity in students. In this paper, we conceptualize collaborative creativity under the framework of coordination dynamics and, specifically, we base it on the formation of spontaneous multiscale synergies emerging in complex living systems when interacting with cooperative/competitive environments. This conception of educational agents (students, teachers, institutions) changes the understanding of the teaching/learning process and the traditional roles assigned to each agent. Under such an understanding, the design and co-design of challenging and meaningful learning environments is a key aspect to promote the spontaneous emergence of multiscale functional synergies and teams (of students, students and teachers, teachers, institutions, etc.). According to coordination dynamics, cooperative and competitive processes (within and between systems and their environments) are seen not as opposites but as complementary pairs, needed to develop collaborative creativity and increase the functional diversity potential of teams. Adequate manipulation of environmental and personal constraints, nested in different level and time scales, and the knowledge of their critical (tipping) points are key aspects for an adequate design of learning environments to develop synergistic creativity.

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Exploratory Behavior and the Temporal Structure of Soccer Small-Sided Games to Evaluate Creativity in Children

Cited by 15 publications

References 60 publications

Designing facilitated task constraints for different age groups in soccer: The impact of floaters’ rules

Designing facilitated task constraints for different age groups in soccer: The impact of floaters’ rules

Reshaping technology-based projects and their exploration of creativity

Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings

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