Modelo Do Jogo De Futsal E Subsídios Para O Ensino

This research consisted of analyzing the biomechanical characteristics involved in each phase of a series of ornamental jumps on the three-meter springboard. For this, video recordings were made of nine (9) male youth athletes who participated in the XVII Junior World Cup of Ornamental Jumping, Aachen, Germany. For the collection and analysis of the data in three dimensions, two Panasonic cameras were placed between 90 ° and 120 °. 21 anatomical points and two trampoline points were digitized. Subsequently, the kinematic variables were quantified and analyzed with the computerized motion analysis software "Hu-m-an" v. 5.0. It was concluded that the projection characteristics are fundamental for the achievement of the flight phase and entry into the water, obtaining results similar to those registered in international investigations. The projection angle average the 80°. Deficiencies were found in the flight phase to define and group the body, affecting aesthetics and body, in the same way at the time of entering the water an over-effort of the upper body was appreciated due to the passivity of the lower body, which caused an entry hyperextension leaving the lower limbs delayed and displacing water during entry.

Section: Instrumentosunclassified

Estudio Cinemático de los Saltos Ornamentales en trampolín: Una Visión Hacia lo Corporal

Uribe

2020

Section: Instrumentosunclassified

Modelo Virtual para Planeamento e Controlo do Processo de Treino

Resende

2020

The variable time available to train is crucial for coaches in driving and planning the training process. This article aims to present a computerized training management model for sports coaches, based on the “Coach Philosophy and its Effectiveness Implementation” by Resende (2018). It points out relevant elements identified from control and monitoring tools used by sports coaches to create a practical model that allows consistent information for the control of training. Through the use of spreadsheets with pre-determined formulas, the coach can monitor, with greater autonomy, the quantitative and percentage of training. Training is planned in three major elementary groups: Physical, Technical and Tactical aspects. In a simple and practical way, the coach can readjust the numbers to achieve the goals set for the training in each stage.

“…Embora tenham se popularizado como ferramenta de ensino, ainda não se sabe ao certo quais as potencialidades e limites do JR, bem como o impacto direto da sua utilização no comportamento tático de jogadores de diferentes níveis (Rigon, Novaes, Tsukamoto, 2020;Rigon, 2019;Scaglia, 2003). O presente trabalho aborda questões relevantes para a área da pedagogia do esporte, à medida que preenche uma lacuna de conhecimentos sobre a utilização do jogo como ferramenta pedagógica (Novaes, Rigon, & Dantas, 2014). A pesquisa tratou de investigar jogos que são tradicionalmente utilizados no ensino e treinamento do esporte (mais especificamente do futsal) e haviam até o momento sido pouco ou nada estudados, indicando o efeito imediato (agudo) da manipulação das estruturas no comportamento tático de iniciantes (Rigon, 2019).…”

Section: O Efeito De Jogos Reduzidos De Futsal No Comportamento Tático De Iniciantesunclassified

Goal Setting in Masters Sport An Autoethnography of a Masters Kettlebell Athlete and Coach

Eagles

Callary

2020

The purpose of this paper is to describe the nuances of goal setting in coached Masters sport from the perspective of a Masters athlete (MA) who is also a Masters coach. Thus, this paper is an autoethnography of how the first author’s experience in goal setting plays out as a MA with an online coach, and as a coach, coaching other MAs in-person. Data were collected through a series of guided reflexive journal entries, prompted by follow up questions from the second author to create narrative visibility. Journal entries were analyzed to determine what, when, where, how, and why the first author uses goal setting. In Masters sport, goals are set using many of the same principles described in the literature from different sport contexts; however, this autoethnography indicates that it is important for goal setting to originate from the MA to account for individual motives, and then to be communicated with, negotiated by, and supported from the coach with an interdependent, adult-oriented approach.