What What do we play? Influence of the Small-Sided and Conditioned Games to improve the students' physiological and physical performancedo we play? Influence of the Small-Sided and Conditioned Games to improve the students' physiological and physical performance
| Main Authors: | Sierra-Díaz, M.J., Evangelio, C., Pérez-Torralba, A., González-Víllora, S. |
|---|---|
| Format: | Article |
| Bahasa: | spa |
| Terbitan: |
, 2020
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| Subjects: | |
| Online Access: |
https://zenodo.org/record/3934331 |
| ctrlnum |
3934331 |
|---|---|
| fullrecord |
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<dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><creator>Sierra-Díaz, M.J.</creator><creator>Evangelio, C.</creator><creator>Pérez-Torralba, A.</creator><creator>González-Víllora, S.</creator><date>2020-07-07</date><description>Resumen:
Introducción: los juegos reducidos y condicionados (JRC) son una herramienta ideal para combatir una práctica deportiva descontextualizada en educación física (EF). Objetivo: el propósito principal de este estudio ha sido cuantificar el rendimiento fisiológico y físico de un JRC 3vs.3, un JRC 4vs.4 y una tarea técnica analítica mediante el índice global TRIMP Edwards, la percepción subjetiva del esfuerzo (PSE) y la distancia total recorrida. El objetivo secundario fue analizar la relación existente entre mencionadas variables fisiológicas y físicas. Métodos: estudio cuantitativo, cuasi-experimental y transversal, aplicado con una muestra de 80 alumnos desde tercero hasta sexto curso de educación primaria (9,61±1,15 años). Para la cuantificación de las variables se ha empleado la tecnología Polar Team Pro® y la escala de Percepción del Esfuerzo Percibido. Resultados y discusión: se establecen diferencias significativas en las cargas de entrenamiento entre los juegos 3vs.3 y 4vs.4 respecto a las tareas analíticas (p<0,001). También se observan diferencias estadísticamente significativas en los juegos 3vs.3 respecto a los 4vs.4 (p<0,001), y una correlación positiva significativa entre las cargas de juegos y tareas. Conclusiones: los JRC suponen herramientas metodológicas útiles para mejorar el rendimiento fisiológico y físico en EF y, en definitiva, la salud de los escolares, en comparación con una práctica más descontextualizada basada exclusivamente en tareas técnicas. Por ese motivo, se recomienda, por un lado, la implementación de JRC en las unidades didácticas escolares y, por otro, el empleo de herramientas tales como la PSE para controlar las variables fisiológicas y físicas de los alumnos.
Abstract:
Introduction: the small-sided and conditioned games (SSCGs) are an ideal tool for overcome a decontextualized Physical Education (PE) sport practice. Aim: the main purpose of this research was to quantify and compare the physiological and physical performance from a SSCG 3vs.3, a SSCG 4vs.4 and a technical analytical drill through the global indicator Edwards’ TRIMP, the response perceived-exertion (RPE) and the total distance covered. The secondary objective was to analyze the relationship between the mentioned physiological and physical variables. Methods: a quantitative, quasi-experimental and cross-sectional study was carried out on a sample of 80 students from third to sixth grade in Elementary Education (9.61±1.15 years old). Technology Polar Team Pro™ and the Response Perceived-Exertion have been used to quantify both physiological and physical variables. Results & discussion: results establish significant differences at 3vs.3 and 4vs.4 SSCGs against the drills (p<0.001). Moreover, it was also observed significant differences at 3vs.3 in contrast to 4vs.4 SSGs (p<0.001), and a significant positive correlation was observed among the loads of the games and drills. Conclusions: the SSCGs in PE supposed useful tools designed to improve the physiological and physical performance as well as promoting healthy habits in contrast to a more decontextualized practice based on technical task exclusively. For that reason, it is recommended, on the one hand, to implement SSCGs at the lessons plans and, on the other hand, to use tools such as the RPE to control the students’ physiological and physical variables.
Resumo:
</description><identifier>https://zenodo.org/record/3934331</identifier><identifier>10.5281/zenodo.3934331</identifier><identifier>oai:zenodo.org:3934331</identifier><language>spa</language><relation>doi:10.5281/zenodo.3934330</relation><relation>url:https://zenodo.org/communities/eshpa</relation><relation>url:https://zenodo.org/communities/physical_education_sports</relation><relation>url:https://zenodo.org/communities/sports_science</relation><rights>info:eu-repo/semantics/openAccess</rights><rights>https://creativecommons.org/licenses/by/4.0/legalcode</rights><source>ESHPA - Education, Sport, Health and Physical Activity 4(2) 162-180</source><subject>Educación Física</subject><subject>Educación Primaria</subject><subject>iniciación deportiva</subject><subject>actividad física y salud</subject><subject>TRIMP Edwards</subject><subject>Physical Education</subject><subject>Primary Education</subject><subject>sports literacy</subject><subject>physical activity and health</subject><subject>Edwards TRIMP</subject><title>What What do we play? Influence of the Small-Sided and Conditioned Games to improve the students' physiological and physical performancedo we play? Influence of the Small-Sided and Conditioned Games to improve the students' physiological and physical performance</title><type>Journal:Article</type><type>Journal:Article</type><recordID>3934331</recordID></dc>
|
| language |
spa |
| format |
Journal:Article Journal |
| author |
Sierra-Díaz, M.J. Evangelio, C. Pérez-Torralba, A. González-Víllora, S. |
| title |
What What do we play? Influence of the Small-Sided and Conditioned Games to improve the students' physiological and physical performancedo we play? Influence of the Small-Sided and Conditioned Games to improve the students' physiological and physical performance |
| publishDate |
2020 |
| topic |
Educación Física Educación Primaria iniciación deportiva actividad física y salud TRIMP Edwards Physical Education Primary Education sports literacy physical activity and health Edwards TRIMP |
| url |
https://zenodo.org/record/3934331 |
| contents |
Resumen:
Introducción: los juegos reducidos y condicionados (JRC) son una herramienta ideal para combatir una práctica deportiva descontextualizada en educación física (EF). Objetivo: el propósito principal de este estudio ha sido cuantificar el rendimiento fisiológico y físico de un JRC 3vs.3, un JRC 4vs.4 y una tarea técnica analítica mediante el índice global TRIMP Edwards, la percepción subjetiva del esfuerzo (PSE) y la distancia total recorrida. El objetivo secundario fue analizar la relación existente entre mencionadas variables fisiológicas y físicas. Métodos: estudio cuantitativo, cuasi-experimental y transversal, aplicado con una muestra de 80 alumnos desde tercero hasta sexto curso de educación primaria (9,61±1,15 años). Para la cuantificación de las variables se ha empleado la tecnología Polar Team Pro® y la escala de Percepción del Esfuerzo Percibido. Resultados y discusión: se establecen diferencias significativas en las cargas de entrenamiento entre los juegos 3vs.3 y 4vs.4 respecto a las tareas analíticas (p<0,001). También se observan diferencias estadísticamente significativas en los juegos 3vs.3 respecto a los 4vs.4 (p<0,001), y una correlación positiva significativa entre las cargas de juegos y tareas. Conclusiones: los JRC suponen herramientas metodológicas útiles para mejorar el rendimiento fisiológico y físico en EF y, en definitiva, la salud de los escolares, en comparación con una práctica más descontextualizada basada exclusivamente en tareas técnicas. Por ese motivo, se recomienda, por un lado, la implementación de JRC en las unidades didácticas escolares y, por otro, el empleo de herramientas tales como la PSE para controlar las variables fisiológicas y físicas de los alumnos.
Abstract:
Introduction: the small-sided and conditioned games (SSCGs) are an ideal tool for overcome a decontextualized Physical Education (PE) sport practice. Aim: the main purpose of this research was to quantify and compare the physiological and physical performance from a SSCG 3vs.3, a SSCG 4vs.4 and a technical analytical drill through the global indicator Edwards’ TRIMP, the response perceived-exertion (RPE) and the total distance covered. The secondary objective was to analyze the relationship between the mentioned physiological and physical variables. Methods: a quantitative, quasi-experimental and cross-sectional study was carried out on a sample of 80 students from third to sixth grade in Elementary Education (9.61±1.15 years old). Technology Polar Team ProTM and the Response Perceived-Exertion have been used to quantify both physiological and physical variables. Results & discussion: results establish significant differences at 3vs.3 and 4vs.4 SSCGs against the drills (p<0.001). Moreover, it was also observed significant differences at 3vs.3 in contrast to 4vs.4 SSGs (p<0.001), and a significant positive correlation was observed among the loads of the games and drills. Conclusions: the SSCGs in PE supposed useful tools designed to improve the physiological and physical performance as well as promoting healthy habits in contrast to a more decontextualized practice based on technical task exclusively. For that reason, it is recommended, on the one hand, to implement SSCGs at the lessons plans and, on the other hand, to use tools such as the RPE to control the students’ physiological and physical variables.
Resumo:
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