Open AccessIncidental teaching-learning and its effects on processual tactical knowledge and motor coordination with ball
Author(s) -
Elianey Roberta Azevedo Lages,
AUTHOR_ID,
Pablo Juan Greco,
Gibson Moreira Praça,
Pedro Emílio Drumond Moreira,
Marcelo Gonçalves Duarte,
Juan Carlos Morales
Publication year - 1989
Publication title -
journal of physical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.18
H-Index - 9
ISSN - 2448-2455
DOI - 10.4025/jphyseduc.v32i1.3262
Subject(s) - motor coordination , clockwise , ball (mathematics) , motor learning , psychology , task (project management) , coordination game , mathematics education , management , computer science , artificial intelligence , neuroscience , mathematics , mathematical analysis , rotation (mathematics) , mathematical economics , economics
The tactical knowledge and motor coordination with the ball are important contents in the early stages of teaching team sports. Thus, we aimed to evaluate the effects of a team sports teaching-learning program based on implicit learning, on the procedural tactical knowledge (PTK) and motor coordination with the ball of 24 children (10 to 12 years old) from rural (RS) and urban (US) schools. We measured the dependent variables at 4 different times (M1, M2, M3, and M4) and developed the program between the M1-M2 and M3-M4. An increased PTK in attacking and defensive actions with the hands in M3 (17.46) compared to M1 (11.25) for the US group was observed. Regarding the motor coordination, the students presented higher scores for task one in M4 (Hands: US: 3.93 ± 0.27 and RS: 3.90. Feet: US: 4.00 and RS: 4.00) compared to M1 (Hands: US: 1.71 and RS: 1.80. Feet: US: 2.14 and RS: 1.90), as well as in task four in M4 (clockwise and counterclockwise: US: 4.00 and RS: 4.00) compared to M1 (clockwise : US: 1.64 and RS: 0.40, counterclockwise: US: 1.36 and RS: 0.70). We conclude that the program was effective in developing motor coordination.