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

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.

Experience as a Determinant of Declarative and Procedural Knowledge in School Football

“…Equally, in the analysis of the physical demands involved with the implementation of these programmes and their relation with the learning acquired by the students, it was found that the TGA methodology produced better results in the variables of an external and an internal load than the DI methodology, which permits a greater development of physical fitness in the students and better performance indicators in the game [14]. García-Ceberino et al [15] also indicated that the TGA method favors the physical fitness of students. These results led to the recommendation that physical education teachers use a TGA method for teaching invasion sports in physical education classes [53].…”

“…The pre-test and post-test assessments lasted 55 minutes each, and each time, the principal investigator explained the TCTOF, so that it was completely clear how it had to be filled out. Figure 1, which was designed by García-Ceberino et al [15], summarizes the structure of the TGAS and DIS intervention programmes.…”

“…In the school context, several studies compare methodologies in different aspects like learning [7,13], and external and internal load [14], after the implementation of two different intervention programmes for basketball, with one based on a traditional methodology (Direct Instruction in Basketball) and another on an alternative methodology (Tactical Game in Basketball). There is also another study on teaching methodologies after the implementation of intervention programmes for football [15].…”

Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context

“…Greater perceived competence is associated to a higher students' intention to be physically active [45], so that the SCAs promote a healthy lifestyle [46]. In addition, these teaching approaches can contribute to the greater physical conditioning of students [7,8].…”

“…In this method, the instructor guides the learners through tactical challenges, including through the use of interrogative feedback [5]. In physical education classes, the use of SCAs for the learning experience is considered to be more beneficial for learners because it allows for greater involvement in the decision-making process, has the potential to generate a deeper understanding of the game [2,6], and can potentially contribute to the physical conditioning of the learners, if appropriately designed [7,8].…”