What to look for in setting sports training tasks for young players? Analysis of the numerical configuration of players and court size constraints on futsal small-sided games performance difficulty level and player participation Thiago André Rigon, Rene Drezner, Fábio Ferreira Nogueira, Farzad Yousefian, Bruno Travassos, et al. International Journal of Performance Analysis in Sport, 2023 This study aimed to analyse the effects of the numerical configuration of players and court size constraints on futsal small-sided game (SSG) performance difficulty level and player participation. For that, the degree of effectiveness of 6155 offensive actions performed by 59 young players (9–12 years) was investigated in six SSG conditions (2v1a, 2v1b, 2v2, 3v3, 4v2, and 2v4). For the analysis, the raw data were transformed into three indexes: Difficulty Index Without the Ball (DI WOB), Difficulty Index With the Ball (DI WB), and Participation Index (PI). Statistically significant differences (p < 0.05) in the effectiveness of actions performed without the ball and with the ball indicated that the SSGs presented different levels of performance difficulty and player participation. More effective actions were performed in attack superiority configurations and full-court sizes, especially if these constraints were combined, indicating they induced an easier level of play. Court size constraint affected player participation in an inversely proportional fashion (larger spaces of practice induced less player participation). The study results are useful to adjust futsal SSGs for players with different skills. In addition, the adopted action evaluation approach has the potential to become the SSG a performance scanner for the players’ current level.
Translation and cultural adaptation of an instrument to identify the motor profile of children between 3 and 5 years old Juliana Stefanoni Iwamizu, Luiz Eduardo Pinto Basto Tourinho Dantas Journal of Physical Education Maringa, 2018 Para algumas criancas, acoes motoras tipicas do cotidiano infantil tornam-se desafios que elas nao conseguem superar adequadamente. Para intervir nesse quadro, e necessario identificar essas criancas com dificuldades motoras na idade mais precoce possivel para futura intervencao. O presente estudo teve como objetivo a traducao e adaptacao transcultural do Early Years Movement Skills Checklist. Foram adotados procedimentos sugeridos na literatura e como resultado foi produzida a Lista de Checagem das Habilidades Motoras na Primeira Infância (LCHMPI). A LCHMPI pode vir a auxiliar na identificacao de dificuldades motoras, porem seus resultados ainda devem ser analisados com cautela.
‘The life of crime does not pay; stop and think!’: the process of co-constructing a prototype pedagogical model of sport for working with youth from socially vulnerable backgrounds Carla Luguetti, Kimberly L. Oliver, Luiz E.P.B.T. Dantas, David Kirk Physical Education and Sport Pedagogy, 2017 Purpose: This study discusses the process of co-constructing a prototype pedagogical model for working with youth from socially vulnerable backgrounds. Participants and settings: This six-month activist research project was conducted in a soccer program in a socially vulnerable area of Brazil in 2013. The study included 17 youths, 4 coaches, a pedagogic coordinator and a social worker. An expert in student-centered pedagogy and inquiry-based activism assisted as a debriefer helping in the progressive data analysis and the planning of the work sessions. Data collection/analysis: Multiple sources of data were collected, including 38 field journal/observation and audio records of: 18 youth work sessions, 16 coaches’ work sessions, 3 combined coaches and youth work sessions, and 37 meetings between the researcher and the expert. Findings: The process of co-construction of this prototype pedagogical model was divided into three phases. The first phase involved the youth and coaches identifying barriers to sport opportunities in their community. In the second phase, the youth, coaches and researchers imagined alternative possibilities to the barriers identified. In the final phase, we worked collaboratively to create realistic opportunities for the youth to begin to negotiate some of the barriers they identified. In this phase, the coaches and youth designed an action plan to implement (involving a Leadership Program) aimed at addressing the youths’ needs in the sport program. Five critical elements of a prototype pedagogical model were co-created through the first two processes and four learning aspirations emerged in the last phase of the project. Implications: We suggest an activist approach of co-creating a pedagogical model of sport for working with youth from socially vulnerable backgrounds is beneficial. That is, creating opportunities for youth to learn to name, critique and negotiate barriers to their engagement in sport in order to create empowering possibilities.
Exploring an activist approach of working with boys from socially vulnerable backgrounds in a sport context Carla Luguetti, Kimberly L. Oliver, David Kirk, Luiz Dantas Sport Education and Society, 2017 This study explores an activist approach for co-creating a prototype pedagogical model of sport for working with boys from socially vulnerable backgrounds. This paper addresses the key features that emerged when we identified what facilitated and hindered the boys’ engagement in sport. This study was an activist research project that was conducted between July 2013 and December 2013 in a soccer program in a socially and economically disadvantaged neighborhood in Brazil. The lead author, supervised by the second author, worked with a soccer class of 17 boys between ages 13 and 15, 4 coaches, a pedagogical coordinator and a social worker. Multiple sources of data were collected, including 38 field journal/observations and audio records of: 18 youth work sessions, 16 coaches’ work sessions and 3 combined coaches and youth work sessions. In addition, the first and second author had 36 90-minute debriefing and planning sessions. By using an activist approach, three features were identified as being essential: an ethic of care, an attentiveness to the community and a community of sport. Findings suggest that it is possible to use sport as a cultural asset to benefit youth from socially vulnerable backgrounds by offering them a place where they can feel protected and dream about possible futures.
An Activist Approach to Sport Meets Youth From Socially Vulnerable Backgrounds: Possible Learning Aspirations Carla Luguetti, Kimberly L. Oliver, Luiz Eduardo Pinto Basto Tourinho Dantas, David Kirk Research Quarterly for Exercise and Sport, 2017 Purpose: This study was a 2-phase activist research project aimed at co-creating a prototype pedagogical model for working with youth from socially vulnerable backgrounds in a sport context. This article addresses the learning aspirations (learning outcomes) that emerged when we created spaces for youth to develop strategies to manage the risks they face in their community. Method: This study took place in a socially and economically disadvantaged neighborhood in a Brazilian city where we worked with a group of 17 boys aged 13 to 15 years old, 4 coaches, a pedagogic coordinator, and a social worker. During a 6-month period, we collected multiple sources of data including field journal entries/observations (38) and audio records of youth work sessions (18), coaches' work sessions (16), combined coaches and youth work sessions (3), and meetings between the lead and the 2nd author for debriefing and planning sessions (36). Results: By using an activist approach, 4 learning aspirations emerged: becoming responsible/committed, learning from mistakes, valuing each other's knowledge, and communicating with others. Conclusion: Findings suggest there is a need for more sports programs that start from young people's concrete needs and life situations and look to create places for youth to see alternative possibilities and take action.
Teaching of futsal for intellectually disabled people Érica Roberta JOAQUIM, Luiz Eduardo Pinto Basto Tourinho DANTAS Revista Brasileira De Educacao Especial, 2016 RESUMO: este estudo teve como objetivo verificar os efeitos de um programa de ensino de Futsal para jovens e adultos com DI, centrado nas perspectivas táticas de ensino de jogos esportivos e coletivos (JEC), no desempenho das ações de jogo. A amostra foi composta por 11 alunos com DI, com idade entre 18 e 40 anos. Foram realizadas 30 intervenções, sendo ministradas duas aulas por semana com duração de 1h20min cada. Para análise dos dados foram realizadas filmagens de jogos formais com duração de oito minutos cada, antes e após o programa de intervenção, observando o número de execução das seguintes ações de jogo: progressão e/ou drible, passe, finalização, opção de passe, marcação atrás da bola, marcação individual, marcação atrasada - consideradas ações positivas - e finalização rifada, passe rifado, não atacar e não marcar - consideradas ações negativas. Como resultado, pode-se verificar que 9 alunos apresentaram maior número de ações ao término do programa, assim como aumento no número das ações positivas, enquanto apenas 2 alunos apresentaram frequência das ações de jogo semelhantes antes e após as intervenções. Como conclusão, acredita-se que um programa contextualizado nos JEC de invasão, sistematizado com base em um modelo de jogo que atenda as demandas dos alunos, abordando os conteúdos a partir das perspectivas táticas de ensino dos JEC, pode constituir um cenário bastante interessante para essa população.
A model for the game of futsal and subsidies for teaching Rafael Batista Novaes, Thiago André Rigon, Luiz Eduardo Pinto Bastos Tourinho Dantas Movimento, 2014 O presente estudo tem como objetivo propor um modelo do jogo de futsal visando auxiliar na estruturação de uma didática para modalidade. A construção do modelo foi feita com base na experiência dos autores com a modalidade e na literatura específica. Optou-se por um recorte sistêmico do fenômeno com o intuito de superar a perspectiva tecnicista, em que a ação no jogo é vista como a justaposição de gestos técnicos, e realçar a importância da tomada de decisão.
Integrating fundamental movement skills in late childhood Roberto Gimenez, Dalton Lustosa De Oliveira, Edison De J. Manoel, Luiz Dantas, Inara Marques Perceptual and Motor Skills, 2012 The study examined how children of different ages integrate fundamental movement skills, such as running and throwing, and whether their developmental status was related to the combination of these skills. Thirty children were divided into three groups (Gl = 6-year-olds, G2 = 9-year-olds, and G3 = 12-year-olds) and filmed performing three tasks: running, overarm throwing, and the combined task. Patterns were identified and described, and the efficiency of integration was calculated (distance differences of the ball thrown in two tasks, overarm throwing and combined task). Differences in integration were related to age: the 6-year-olds were less efficient in combining the two skills than the 9- and 12-year-olds. These differences may be indicative of a phase of integrating fundamental movement skills in the developmental sequence. This developmental status, particularly throwing, seems to be related to the competence to integrate skills, which suggests that fundamental movement skills may be developmental modules.
