Planning the contents of training in early age basketball teams

El objetivo del presente trabajo es conocer cómo es el proceso de entrenamiento de baloncesto en categorías de iniciación. De forma específica cómo se planifican los contenidos de este deporte a lo largo de una temporada deportiva. Para ello se analizaron las tareas de entrenamiento planificadas por un entrenador que realiza su labor en un equipo de iniciación al baloncesto. Se examinaron 846 tareas de entrenamiento correspondientes a dos temporadas. Todas las sesiones de entrenamiento se introdujeron en el programa PYC-Basket, para cuantificar el entrenamiento. Las variables del estudio fueron los contenidos de entrenamiento y medios de entrenamiento. Se realizó un primer análisis descriptivo de los datos para conocer cómo es el proceso de planificación. Posteriormente, se realizó un análisis inferencial para estudiar la relación entre las dos variables y profundizar en la forma en que se plantea el desarrollo de cada contenido. La planificación y registro de los elementos que definen la situación de entrenamiento permitió el control de la programación de los contenidos de entrenamiento. Los resultados muestran un predominio de los contenidos técnicos, en concreto de los gestos individuales de ataque. Igualmente los contenidos evolucionan en su tratamiento durante las temporadas analizadas. Los gestos técnico-tácticos individuales se incrementan a lo largo de la temporada. Las conductas táctico-técnicas individuales se van reduciendo conforme se incrementan las conductas táctico-técnicas grupales y colectivas. En las tareas planificadas se combina la utilización de medios como los ejercicios y los juegos para el entrenamiento de cada tipo de contenido. Se emplean los ejercicios para desarrollar la técnica y los juegos para la táctica.The aim of this study was to determine how basketball process training was in initation stage. Specifically how to plan the contents of this sport over a season. For that, training activities planned by a coach who performed their work in a initation team were analyzed. 846 training activities for two seasons were studied. All training sessions were introduced in the PYC-Basket program to quantify the training. The study variables were the contents of training and media training. An initial descriptive analysis of the data to understand how the planning process was carried out. Subsequently, an inferential analysis was performed to study the relationship between two variables and examine the way it presents the development of each content. The planning and recording of the elements that define the coaching situation allowed the control of the programming content of training. The results show a predominance of technical contents, particularly of the individual gestures of attack. Contents also evolve in their treatment during the analyzed seasons. The individual technical and tactical gestures increase over the season. The individual technical and tactical behaviors were reduced with increasing tactical behaviors and collective group techniques. In the planned tasks, the use of means such as exercises and training games for each type of content were combined. Exercises were used to develop the technique and tactics games.peerReviewe

Analysis of training tasks regarding game stages and situations in U'10 and U'13 categories

The aim of this study was to analyze the way training tasks are designed by four coaches of U'10 category (9-10 years old) and U'13 category (12-13 years old) regarding game stages and situations. The sample of this study is formed by four coaches: C1 and C2 train mini basket teams and are more experienced; C3 and C4 train children's teams and are less experienced. 452 training tasks designed by these four coaches for two months were analyzed. The training pedagogical variables registered were the following: Game stages, Game situations and Content. In order to control data's reliability, consensual agreement was carried out, and in order to obtain inter and intra-assessor agreement, kappa de Cohen and multirater kfree indexes were used. A descriptive and inferential analysis was performed (χ2, φc and RTC) in order to analyze the characteristics of the tasks designed by each coach and the Mann-Whitney U test was used to know the differences in the studied variables amongst coaches. The results show that there are mainly offensive tasks, although three of the coaches show to tend to combine offensive and defense tactics. Game situations most common are 1x0 and 1x1. Situations without opposition are mainly used to work on offensive contents. The analysis of training pedagogical variables provides very useful information to know how the basketball training is designed.El objeto de este estudio fue analizar cómo es el entrenamiento diseñado por cuatro entrenadores de las categorías de minibasket (9-10 años) e infantil (12-13 años) respecto a las fases de juego y las situaciones de juego. La muestra del estudio la constituyen 4 entrenadores, E1 y E2 dirigen equipos minibasket y con más experiencia como entrenador, y E3 y E4 dirigen equipos infantiles y tienen menor experiencia. Se analizaron las 452 tareas de entrenamiento, de dos meses de intervención, diseñadas por los entrenadores del estudio. Las variables pedagógicas registradas fueron: Fases de juego, Situaciones de juego y Contenido. El control de la calidad del dato se llevó a cabo a través de la concordancia consensuada y para la concordancia inter e intra-evaluador con los índices de kappa de Cohen y multirater kfree. Se realizó un análisis descriptivo e inferencial (χ2, φc and RTC) para explorar las características de las tareas diseñadas por cada entrenador y la prueba de U de Mann-Whitney para conocer las diferencias entre los entrenadores en las variables de estudio. Los resultados muestran que existe un predominio de las tareas dirigidas al ataque, aunque en tres de los entrenadores se aprecia una tendencia al trabajo conjunto de ataque y defensa. Las situaciones de juego más utilizadas son el 1x0 y el 1x1. Se utilizan situaciones sin oposición, en mayor medida, para trabajar contenidos ofensivos. El análisis de las variables pedagógicas del entrenamiento proporciona información muy útil sobre cómo es el entrenamiento deportivo diseñado en Baloncesto

Incidencia de la modificación de reglas y sistema de competición sobre los niveles de satisfacción en jugadores de baloncesto under 14

El objetivo del presente estudio fue analizar la opinión y la satisfacción de los jugadores de baloncesto tras la aplicación de un torneo en el que se modifican y adaptan tanto el reglamento como el sistema de competición. Se realizaron entrevistas semi-estructuradas a 44 jugadores de categoría infantil (under-14) masculino. A partir de un análisis cuantitativo y cualitativo de los datos se obtuvieron los siguientes resultados: a) Los jugadores respondieron antes del torneo que las reglas que conforman el reglamento actual son relativamente adecuadas, señalando como reglas a modificar las relacionadas con el incremento del tiempo de juego y de la eficacia en el lanzamiento; b) tras la aplicación del nuevo torneo, los jugadores señalan elevados niveles de satisfacción con las nuevas reglas, especialmente las relacionadas con el incremento de la participación y de la eficacia en el lanzamiento (altura de la canasta, la posibilidad de jugar situaciones de 4x4 y de 1x1); c) a pesar de mostrarse especialmente satisfechos con la estructura del nuevo torneo, la mayoría de ellos prefieren un torneo normal (5x5), aunque las razones expresadas no se basan en aspectos exclusivamente deportivos, sino organizativos.The objective of the present study was to analyze the opinion and satisfaction of the basketball players after the application of a tournament in which both the rules and the competition system are modified and adapted. Semi-structured interviews were conducted with 44 male and female players (under-14). From a quantitative and qualitative analysis of the data, the following results were obtained: a) The players responded before the tournament that the rules that conform the current regulation are relatively adequate, indicating as rules to modify those related to the increase of the time of Play and effectiveness at launch; B) Following the implementation of the new tournament, players indicate high levels of satisfaction with the new rules, especially those related to increased participation and efficiency at launch (basket height, the possibility of playing 4x4 situations And 1x1); C) Despite being especially pleased with the structure of the new tournament, most of them prefer a normal tournament (5x5). The reasons given are not based on exclusively sporting aspects, if not on organizational aspects

Basketball as part of the curriculum in secondary education. Motion for education: a comprehensive model

Resumen basado en el de la publicaciónSe muestra una forma de entender la enseñanza del baloncesto. Partiendo de los objetivos de la Educación Física en secundaria y de la estructura de un deporte colectivo como lo es el baloncesto, se propone su enseñanza basada en la comprensión del propio juego, con el objeto de conseguir alumnos activos, que se impliquen cognitivamente durante las sesiones. Dejando a un lado las propuestas que desde una perspectiva teórica a menudo resultan poco prácticas para los profesores, se proporcionan ideas y principios útiles a tener en cuenta a la hora del diseño de las actividades de cada una de las sesiones que conformaran la unidad didáctica para la enseñanza de este deporte.AndalucíaES

Complex system theory in team sports : example in 5 on 5 basketball contest

The purpose of the study was to analyze basketball contest under complex systems framework. Control and order parameters were defined as time and offensive rating. The data was composed by 73 games from the ACB league during the 2007-08 season. Relative phase of confronting teams was calculated through Hilbert Transform. Results show stability, instability and transition periods, with coordination in-phase and anti-phase. Perturbations were found in the development of the game. These perturbations move the systems from stable to instable states. Findings of the study guarantee the dynamics analysis of basketball contest. Coaches should prepare their teams to be able of analyze environmental information and find new solutions for game constraints

Educational strategies for the acquisition of professional knowledge by youth basketball coaches

The purpose of this study was to identify the educational means that coaches of school-aged children utilize to acquire their professional knowledge. Youth basketball coaches (n=118) with a heterogeneous education coming from different educational means participated in the study. Of them, 81.7% were previously basketball players. As a measurement instrument, a modified version of the scale by Feu (2006) was utilized to determine the coach's professional knowledge. The new scale had 21 items distributed in seven dimensions that corresponded to three theoretical factors. The items were answered with a 5-point Likert scale. The statistical analysis consisted of an exploratory factor analysis with varimax rotation and self-values >1 in order to determine the latent structure of the relationships between the scale's items. Previously, the Kaiser-Meyer-Olkin index and Bartlett's sphere test were analyzed. The reliability of the scale and the sub-scales was studied through the Cronbach's Alpha coefficient. The means, standard deviations, and correlations between item and scale as well as item and sub-scale were analyzed. The exploratory factor analysis, after the elimination of five items, and the Cronbach's Alpha coefficients demonstrated that the scale and sub-scales had some adequate psychometric properties (α>.70). All the items obtained item and sub-scale correlations greater than .40. Formal education was the factor that had the greatest acceptance among the coaches (M=21.71±4.63) followed by acquired experiences as a player (M=16.70±5.64), and then the acquired experiences and innovations as a coach (M=13.45±2.97). The scale that was utilized has adequate validity and reliability to determine how the coach constructs his/her professional knowledge

Analysis of training plans in basketball: Gender and formation stage differences

La literatura científica ha señalado la presencia de varias etapas en el desarrollo deportivo de los atletas, con diferentes objetivos en cada una de ellas. Esto debería llevar a los entrenadores a diferentes planes de entrenamiento según la etapa de formación del atleta. El objetivo de este estudio fue analizar los planes de entrenamiento e identificar las diferencias en los objetivos de baloncesto según las etapas formativas (U'12 y U'14) en niños y niñas. Se recogieron y analizaron un total de 1.976 tareas de entrenamiento, para un total de cuatro equipos (chicas y chicos de las categorías U'12 y U'14) durante toda una temporada. Se estudiaron variables pedagógicas, fases de juego, situaciones de juego, medios de entrenamiento y contenidos. Los resultados mostraron diferencias significativas entre los géneros. Los equipos femeninos realizaron más tareas en la ofensiva y en las habilidades técnicas. Por el contrario, los equipos masculinos realizaron más tareas defensivas y contenidos tácticos. El 1 contra 0 y el 1 contra 1 fueron las situaciones de juego más repetidas en todos los equipos. Los entrenadores utilizaron diferentes tareas de entrenamiento según el género y la edad. En los equipos masculinos U'12 predominaron los ejercicios, mientras que en las otras categorías predominaron los juegos. En los equipos masculinos, los contenidos estaban orientados a la táctica, y en los equipos femeninos, a la adquisición de habilidades. El estudio de las variables pedagógicas del proceso de entrenamiento permitió identificar la utilidad del entrenamiento, la evaluación y la modificación de este procesoScientific literature has stated the presence of various stages in athletes sportive development, with different objectives in each one of them. This should lead coaches to different training plans according to the athlete’s formation stage. The aim of this study was to analyse training plans and identify differences in basketball objectives according to formative stages (U´12 and U´14) in boys and girls. A total of 1,976 training tasks were collected and analysed, for a total of four teams (girls and boys of U´12 and U´14 categories) during an entire season. Pedagogical variables, game phases, game situations, training means and content were studied. The results showed significant differences between genders. Girls’ teams performed more tasks on offense and technical skills. By contrast, boys’ teams performed more defensive tasks and tactical contents. The 1-on-0 and 1-on-1 were the most repeated game situations in all teams. Coaches used different training tasks according to gender and age. In male U´12 teams, drills predominated, whereas in the other categories, games predominated. For boys’ teams, the contents were tactical oriented, and for girls’ teams, the contents were oriented toward skill acquisition. Studying the pedagogical variables of the training process allowed for identification of the utility of training, assessment, and modification of this process.• Junta de Extremadura y Fondo Europeo para el Desarrollo Regional. Ayuda GR15122peerReviewe

Shot differences between professional (ACB) and amateur (EBA) basketball teams : multifactorial study

The shot is the game action in which the rest of the players' actions culminate, allowing them to achieve the goal of the game, to score. In this action several factors intervene which condition its execution. The goal of this study was to analyze the shot, by executing a multifactorial study of the differences in this technical action between two competition levels, professional teams (experts) and amateur teams (inexperienced players). The shots taken during 60 games from two competition levels, the ACB league (30 games) and the EBA league (30 games) were studied. A total of 10212 shots were studied, of which 5161 corresponded to the ACB league (174±13.23) and 5051 corresponded to the EBA league (168±19.54). After an exploratory analysis, an inferential non-parametric analysis to assess whether the two samples of shots were equivalent was used (Mann-Whitney U). Differences in free-throws between professional and amateur teams were only found in the distribution of the shots by quarter (U=7.5E+005, p=.025). The field goals taken in the two competitions are different with regard to the defensive pressure that the players receive before shooting (U=6.4E+006 p=.025), the shot value (U=7.1E+006, p=.010), and the action taken before the shot (U=6.6E+006, p=.000). The expert players (professionals) have a greater command of the game than the amateurs (inexperienced players), they maintain a higher defensive intensity from the beginning of the game, they are able to find shot positions in which the defensive pressure is less, they use more collective actions to look for better shot positions (passes), and they can shoot from greater distances