Practice task design in team sports: Representativeness enhanced by increasing opportunities for action

Travassos, Bruno; Araújo, Duarte; Vilar, Luís; Davids, Keith; Araújo, Duarte

doi:10.1080/02640414.2012.712716

Cited by 126 publications

(155 citation statements)

References 23 publications

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“…Some empirical work on RLD has focussed on visual information provided in performance tasks (Pinder, Davids, Renshaw, & Araújo, 2011a), practice in differing performance environments in elite athlete programmes (Barris, Davids, & Farrow, in press), and changes to the complexity of tasks for practising passing skills in team games (Travassos, Duarte, Vilar, Davids, & Araújo, 2012). These examples advocate developing expertise by nurturing the relationship between key environmental information sources and the actions of a performer in order for functional movement behaviours to emerge Phillips, Davids, Renshaw, & Portus, 2010).…”

Section: Representative Learning Designmentioning

confidence: 99%

The dynamics of expertise acquisition in sport: The role of affective learning design

Headrick

Renshaw

Davids

et al. 2015

Psychology of Sport and Exercise

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Phone: +61 7 3138 9673 AFFECTIVE LEARNING DESIGN AND EXPERTISE IN SPORT 2 AbstractObjectives and method: Developing expertise in sport requires the design of learning environments and athlete development programmes that successfully sample and represent conditions of performance contexts during practice. This premise is captured by the concept of representative learning design, founded on an ecological dynamics approach to acquiring skill in sport, and predicated on the mutuality of the individual-environment relationship as the appropriate level of analysis. In this position paper we argue that to effectively develop expertise in sport, the role of affect (emotion) should be considered in the representative design of learning experiences.Results and Conclusions: We discuss how ongoing interactions between affect, cognitions, perceptions and actions, provide a principled basis for affective learning designs in sport.Considering the role of affect in learning environments has clear implications for how sport psychologists, athletes and coaches might collaborate to enhance the acquisition of expertise in sport.

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Section: Representative Learning Designmentioning

confidence: 99%

The dynamics of expertise acquisition in sport: The role of affective learning design

Headrick

Renshaw

Davids

et al. 2015

Psychology of Sport and Exercise

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“…Importantly, the study of the emergence of different possibilities for ball carriers to maintain ball possession, pass to teammates and shoot at the goal may endue with significant implications for understanding the acquisition of movement and decision makings in team sports 6 . Based on these compelling research outcomes, proponents of an ecological dynamics approach to acquisition of movement and decision making skills in team sports have proposed pedagogical principles to maintain fidelity of action, that is, to maximize the transfer between behaviours in a training task with that of the competitive performance setting to which it is intended to generalize 7,8 . Key principles comprehend the inclusion of affordances (i.e., possibilities for action), within learning environments, available for the players to explore and act and, therefore, maintaining strong couplings between processes of perception and action 9, 10 .…”

Section: Introductionmentioning

confidence: 99%

Varying Numbers of Players in Small-Sided Soccer Games Modifies Action Opportunities during Training

Vilar

Esteves

Travassos

et al. 2014

International Journal of Sports Science & Coaching

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This study examined the effects of the numbers of players involved in small-sided team games (underloading and overloading) on opportunities for maintaining ball possession, shooting at goal and passing to teammates during training. These practice constraint manipulations were assumed to alter values of key performance variables identified in previous research, such as interpersonal distances between players and time to intercept shots and passes. Fifteen male soccer players (age: 19.60±1.99 years) were grouped into three teams and played against each other in different versions of small-sided soccer games, in which the number of players was manipulated in three different conditions: 5 vs. 5, 5 vs. 4 and 5 vs. 3. Dependent variables were the values of interpersonal distance between an outfield attacker and nearest defender (ID), and the relative distance of a defender needed to intercept the trajectory of a shot (RDi shot ) or pass (RDi pass ). Statistical analyses revealed that mean ID values were significantly lower in 5 vs. 5 than in 5 vs. 4 and 5 vs. 3 conditions, and significantly lower in 5 vs. 4 than 5 vs. 3. They also revealed that mean values of RDi shot were significantly higher in 5 vs. 3 than in 5 vs. 5 conditions. Finally, results showed that the mean values of RDi pass were significantly higher in 5 vs. 3 than in 5 vs. 5. Findings revealed how task constraints in SSGs can be manipulated to vary values of key spatial and temporal performance variables (interpersonal distance and time to intercept) to influence the nature of interpersonal interactions between competing players during practice. We observed that these manipulations tended to decrease opportunities for maintaining ball possession during training when equal numbers of attackers and defenders existed in SSGs, and led to more shots and passes emerging when the number of defenders was decreased relative to attackers.Key words: Affordances, Association Football, Ball Possession, Constraints-Based Approach, Interpersonal Distance, Small-Sided Games, Soccer INTRODUCTIONSuccessful performance in team sports like soccer is influenced by the ability of players to identify opportunities for actions from their spatial-temporal relationships with other players (both teammates and opponents) and key task constraints (such as the location of the sidelines, goal and ball) 1 . For example, an ecological dynamics analysis of performance has demonstrated how defenders decrease the values of interpersonal distance to ball carriers to dispossess them and recover ball possession 2 . To prevent this from happening and maintain ball possession, teammates use information of this closing gap in distance between ball carriers and defenders to move towards the ball carrier and afford him more passing opportunities 3 . Additionally, ball carriers have also been observed to regulate their passing and shooting actions according to the time available for the opponents to reach the trajectory path of the ball to intercept a shot at goal or a pass 4, 5 . Importa...

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“…The passing action of futsal players was further explored by Travassos et al, [32] who studied the effects of manipulating the number of action possibilities in a futsal passing task, to understand the representativeness of practice tasks designs. Eight male senior futsal players performed a passing task, where uncertainty on passing direction for the player in possession of the ball was increased in four conditions and compared with passing data from a competitive match.…”

Section: Performance and Tactical Analysis Of Futsalmentioning

confidence: 99%

A Systematic Review of Futsal Literature

Moore¹,

Bullough²,

Goldsmith³

et al. 2014

AJSSM

103

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This document systematically reviews literature to provide a summary of evidence based research related to the sport of futsal. The review draws on diverse subjects including coaching, physiological, psychological, technical and tactical elements of the sport as well as reviewing subjects relating to the development of futsal. The methodology included a scoping study and review protocol to systematically review 601 documents relating to futsal; 44 of these documents were reviewed in the study. The review aims to provide a resource for fellow researchers, to study the sport and encourage further English language studies in futsal. To that end, gaps in the literature are highlighted by the researchers, and therefore this document acts as a guide for further study.

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Practice task design in team sports: Representativeness enhanced by increasing opportunities for action

Cited by 126 publications

References 23 publications

The dynamics of expertise acquisition in sport: The role of affective learning design

The dynamics of expertise acquisition in sport: The role of affective learning design

Varying Numbers of Players in Small-Sided Soccer Games Modifies Action Opportunities during Training

A Systematic Review of Futsal Literature

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