Ramos Ana, Coutinho Patrícia, Davids Keith, Mesquita Isabel
University of Porto.
Sheffield Hallam University.
Res Q Exerc Sport. 2021 Dec;92(4):584-598. doi: 10.1080/02701367.2020.1755007. Epub 2020 Jul 9.
: Using an action-research design, this study examined the impact of combining concepts from two contemporary pedagogical approaches, the Constraints-led Approach (CLA) and Step-Game Approach (SGA), on the development of youth volleyballers' tactical knowledge, as expressed in performance, throughout a full competitive season. : Fifteen players and one coach participated in this study, which involved three action-research cycles, each including the processes of planning, acting and monitoring, reflecting, and fact-finding. The first author, who had the role of coach-researcher, collected data using a reflexive diary and field notes between September 2017 and June 2018, as well as eight semi-structured focus-group interviews. Data were analyzed using thematic analysis, in which inductive procedures deepened understanding of the development of the participants' tactical knowledge. : Findings suggested that combining CLA with SGA improved tactical knowledge in specific ways. Players progressed from a starting point where they were only able to describe game scenarios, and act without tactical criteria or considering contextual game constraints, to a point where their intentions during tactical actions were shaped by their ability to think strategically and guide their attention to recognize and interpret different constraints. : Results suggested that the development of players' tactical knowledge benefited from a mutual integration of different, yet complementary, pedagogical approaches. By integrating SGA and CLA it was possible to enhance players' adaptable thinking using learning tasks involving the manipulation of meaningful constraints that afforded variable repetition and the resolution of tactical problems.
本研究采用行动研究设计，考察了将当代两种教学方法——约束导向法（CLA）和阶梯游戏法（SGA）的概念相结合，对青少年排球运动员战术知识发展的影响，这种影响在整个完整的竞技赛季中通过表现体现出来。15名运动员和1名教练参与了本研究，研究包括三个行动研究循环，每个循环都包括计划、行动与监测、反思以及事实调查的过程。第一作者担任教练兼研究者的角色，在2017年9月至2018年6月期间使用反思日记和实地笔记收集数据，以及进行了八次半结构化焦点小组访谈。使用主题分析法对数据进行分析，其中归纳程序加深了对参与者战术知识发展的理解。研究结果表明，将CLA与SGA相结合以特定方式提高了战术知识。球员们从最初只能描述比赛场景，且在没有战术标准或不考虑比赛情境约束的情况下行动，发展到战术行动中的意图受到其战略思维能力的影响，并引导他们注意识别和解释不同的约束。结果表明，球员战术知识的发展受益于不同但互补的教学方法的相互整合。通过整合SGA和CLA，利用涉及操纵有意义约束的学习任务来提高球员的适应性思维，这些约束提供了可变的重复并解决了战术问题。
