Utilização dos jogos reduzidos como estratégia de ensino do voleibol na escola
Uma revisão narrativa
Resumo
Os jogos reduzidos são formas alternativas de mudar a dinâmica e a estrutura dos jogos formais. Manipulações como: espaço de jogo, número de jogadores, posses de bola, regras, entre outros são realizadas, objetivando que o jogador se adapte a diversos contextos, como também fomentar a iniciação e facilitar a aprendizagem da tática e técnica inerentes ao voleibol. O presente estudo objetiva identificar a literatura acerca da utilização dos jogos reduzidos no processo de ensino do voleibol nos aspectos tático-técnicos e de tomada de decisão, físicos e psicológicos, em crianças e adolescentes em idade escolar. Recorreu-se à revisão narrativa com o intuito de analisar e interpretar, de forma crítica, o “estado da arte” sobre este tema. Os resultados mostraram que os jogos reduzidos são uma ferramenta eficaz para a aprendizagem e estimulam o desenvolvimento das habilidades tático-técnicas e físicas, à medida que se considera o estágio de desenvolvimento motor e da capacidade física dos participantes. Assim, ao vivenciar distintas configurações do jogo em um contexto simplificado, é oportunizada maior participação ativa no jogo, ao mesmo tempo em que traz experiências afetivas positivas com o voleibol. Além disso, são requeridas decisões em um ambiente instável, em situação análoga ao jogo formal, oportunizando a contextualização da técnica junto a demanda tática em contexto mais simples. Os jogos reduzidos são uma estratégia eficiente para o ensino do voleibol a nível escolar, desde que o professor modere o aprendizado considerando o estágio de desenvolvimento dos participantes e oportunize um clima positivo para a aprendizagem.
Referências
Arias-Estero, J.L., Jaquero, P., Martínez-López, A.N., e Morales-Belando, M.T. (2020). Effects of two TGfU lessons period on game performance, knowledge and psychosocial variables in elementary physical education. International Journal of Environmental Research and Public Health, 17(10), 3378. https://doi.org/10.3390/ijerph17103378
Arias, A.G., Arroyo, M.P.M., Rabaz, F.C., Domínguez, A.M., e Del Villar Álvarez, F. (2016). Manipulación de los condicionantes de la tarea en Educación Física: Una propuesta desde la pedagogía no lineal. Retos, 29, 22–27. https://doi.org/10.47197/retos.v0i29.34612
Buss, A.H., e Perry, M.(1992). The aggression questionnaire. Journal of Personality and Social Psychology, 63(3), 452. https://doi.org/10.47197/retos.v0i29.34612
Castro, HO, Laporta, L., Lima, R., Clemente, F., Afonso, J., Aguiar, S., Ribeiro, A., e Costa, GCT (2022). Small-sided games in volleyball: A systematic review of the state of the art. Biology of Sport, 34(9), 995-1010. https://doi.org/10.5114/biolsport.2022.109960
CBV (2021). Miniregras. VivaVôlei. https://vivavolei.cbv.com.br/o-programa/miniregras
Clemente, FM, Silva, AF, Alves, AR, Nikolaidis, PT, Ramirez-Campillo, R., Lima, R., Söğüt, M., Rosemann, T., e Knechtle, B. (2020). Variations of estimated maximal aerobic speed in children soccer players and its associations with the accumulated training load: Comparisons between non, low and high responders. Physiology & Behavior, 224, 113030. https://doi.org/10.1016/j.physbeh.2020.113030
Clemente, F., Mendes, R., e Soler, F.C. (2011). Constrangimentos instrucionais em futebolistas sub-18 na sub-fase de jogo 1x1 com guarda-redes. Revista Portuguesa de Ciências do Desporto, 11(supl. 4), 45. https://doi.org/10.20396/conex.v11i3.8637600
da Costa, L.C.A., e do Nascimento, J.V. (2004). O ensino da técnica e da tática: novas abordagens metodológicas. Journal of Physical Education, 15(2), 49-56. https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/3421
Elias, C. de S.R., Silva, L.A. da, Martins, M.T. de S.L., Ramos, N.A.P., Souza, M. das G.G. de, e Hipólito, R.L. (2012). When is the end?: a narrative review on the termination of the school term for mentally disabled students. SMAD. Revista Eletrônica Saúde Mental Álcool e Drogas, 8(1), 48-53. http://dx.doi.org/10.11606/issn.1806-6976.v8i1p48-53
Fernández-Espínola, C., Abad Robles, M.T., e Giménez Fuentes-Guerra, F.J. (2020). Small-sided games as a methodological resource for team sports teaching: a systematic review. International Journal of Environmental Research and Public Health, 17(6), 1884. https://doi.org/10.3390/ijerph17061884
Gabbett, T.J., e Georgieff, B. (2006). The development of a standardized skill assessment for junior volleyball players. International Journal of Sports Physiology and Performance, 1(2), 95-107. https://doi.org/10.1123/ijspp.1.2.95
Gama Filho, J.G. (2001). Metodologia do Treinamento técnico-tático no futebol. In: E.E. Garcia, e K.L.M. Lemos (Org.), Temas Atuais VI em Educação Física e Esportes (pp. 86-106). Health.
Gil-Arias, A., Diloy-Peña, S., Sevil-Serrano, J., García-González, L., e Abós, Á. (2021). A hybrid tgfu/se volleyball teaching unit for enhancing motivation in physical education: A mixed-method approach. International Journal of Environmental Research and Public Health, 18(1), 110. https://doi.org/10.3390/ijerph18010110
Gil-Arias, A., Harvey, S., Cárceles, A., Práxedes, A., e Del Villar, F. (2017). Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PloS One, 12(6), e0179876. https://doi.org/10.1371/journal.pone.0179876
Kirk, D., e MacPhail, A. (2002). Teaching games for understanding and situated learning: Rethinking the Bunker-Thorpe model. Journal of Teaching in Physical Education, 21(2), 177–192. https://doi.org/10.1123/jtpe.21.2.177
Mahedero, M.P., Calderón, A., Hastie, P., e Arias-Estero, J.L. (2021). Grouping students by skill level in mini-volleyball: effect on game performance and knowledge in sport education. Perceptual and Motor Skills, 128(4), 1851-1871. https://doi.org/10.1177/00315125211021812
Mahedero, P., Calderón, A., Arias-Estero, J.L., Hastie, P.A., e Guarino, A.J. (2015). Effects of student skill level on knowledge, decision making, skill execution and game performance in a mini-volleyball Sport Education season. Journal of Teaching in Physical Education, 34(4), 626–641. https://doi.org/10.1123/jtpe.2014-0061
Meléndez Nieves, A., e Estrada Oliver, L. (2019). Introducing a TGfU Mini-volleyball Unit Editor: Ferman Konukman. Journal of Physical Education, Recreation & Dance, 90(9), 56-60. https://doi.org/10.1080/07303084.2019.1658499
Memmert, D., Hillmann, W., Huttermann, S., Klein-Soetebier, T., Konig, S., Nopp, S., Rathschlag, M., Schul, K., Schwab, S., Thorpe, R., Furley, P., Almond, L., Bunker, D., Butler, J., Fasold, F., e Griffin, L. (2015). Top 10 research questions related to teaching games for understanding. Research Quarterly for Exercise and Sport, 86(4), 347-359. https://doi.org/10.1080/02701367.2015.1087294
Mesquita, I. (2007). Modelo de abordagem progressiva ao jogo no ensino do voleibol. In: F. Tavares (Ed.), Ensinar a aprender os jogos desportivos colectivos. Editora FADEUP.
Metzler, M. (2017). Instructional models in physical education. Routledge. https://doi.org/10.4324/9781315213521
Millán, K.D.A., e Borda, R.A.M. (2015). Plan pedagógico para la enseñanza y el aprendizaje del Mini voleibol en niños de 9 a 11 años. VIREF Revista de Educación Física, 4(2), 1-13. https://revistas.udea.edu.co/index.php/viref/article/view/23701
Morales-Belando, M.T., Calderón, A., e Arias-Estero, J.L. (2018). Improvement in game performance and adherence after an aligned TGfU floorball unit in physical education. Physical Education and Sport Pedagogy, 23(6), 657–671. https://doi.org/10.1080/17408989.2018.1530747
Ningrum, D.T.M., Tangkudung, J., Lubis, J., Riza, A.R., e Denatara, E.T. (2021). The effectiveness of small side games (SSG) in forearm pass volleyball use application in mobile phone. International Journal of Human Movement and Sports Sciences, 9(4), 642–647. https://doi.org/10.13189/saj.2021.090406
Ometto, L., Vasconcellos, FVA, Cunha, FA, Teoldo, I., Souza, CRB, Dutra, MB, O’Sullivan, M., e Davids, K. (2018). How manipulating task constraints in small-sided and conditioned games shapes emergence of individual and collective tactical behaviours in football: A systematic review. International Journal of Sports Science & Coaching, 13(6), 1200–1214. https://doi.org/10.1177/1747954118769183
Pizarro, D., Práxedes, A., Travassos, B., del Villar, F., e Moreno, A. (2019). The effects of a nonlinear pedagogy training program in the technical-tactical behaviour of youth futsal players. International Journal of Sports Science & Coaching, 14(1), 15-23. https://doi.org/10.1177/1747954118812072
Práxedes, A., Del Villar, F., Pizarro, D., e Moreno, A. (2018). The impact of nonlinear pedagogy on decision-making and execution in youth soccer players according to game actions. Journal of Human Kinetics, 62(1), 185–198. https://doi.org/10.1515/hukin-2017-0169
Rocha, ACR, Castro, HO, Freire, AB, Faria, BC, Mitre, GP, Fonseca, FS, Lima, COV, e Costa, GDCT (2020). Analysis of the small-sided games in volleyball: an ecological approach. Revista Brasileira de Cineantropometria & Desempenho Humano, 22. https://doi.org/10.1590/1980-0037.2020v22e70184
Rocha, ACR, Freire, AB, Silva Junior, AB, Martins, LR, Maia, MP, Mitre, GP, Castro, HO, e Costa, GDCT (2020). How context influences the tactical-technical behavior of learners: the case of volleyball. Revista Brasileira de Cineantropometria & Desempenho Humano, 22. https://doi.org/10.1590/1980-0037.2020v22e59461
Rodrigues, M.C.J., Figueiredo, L.S., Lira, C.A.B., Laporta, L., e Costa, G.C. (2022). Cognitive processes in small-sided games. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 44, 897–906. https://doi.org/10.47197/retos.v44i0.90369
Rother, E.T. (2007). Revisão sistemática X revisão narrativa. Acta Paulista de Enfermagem, 20(2). https://doi.org/10.1590/S0103-21002007000200001
Serra-Olivares, J., Gonzalez-Villora, S., Garcia-Lopez, L.M., e Araujo, D. (2015). Game-Based Approaches’ Pedagogical Principles: Exploring Task Constraints in Youth Soccer. Journal of Human Kinetics, 46(1), 251–261. https://doi.org/10.1515/hukin-2015-0053
Sgrò, F., Coppola, R., Schembri, R., e Lipoma, M. (2021). The effects of a tactical games model unit on students’ volleyball performances in elementary school. European Physical Education Review, 27(4), 1000–1013. https://doi.org/10.1177/1356336X211005806
Sierra-Ríos, J.V., Clemente, F.M., Rey, E., e González-Víllora, S. (2020). Effects of 6 weeks direct instruction and teaching games for understanding programs on physical activity and tactical behaviour in U-12 soccer players. International Journal of Environmental Research and Public Health, 17(14), 5008. https://doi.org/10.3390/ijerph17145008
Trajković, N., Pajek, M., Sporiš, G., Petrinović, L., e Bogataj, Š. (2020). Reducing aggression and improving physical fitness in adolescents through an after-school volleyball program. Frontiers in Psychology, 11, 2081. https://doi.org/10.3389/fpsyg.2020.02081
Verscheure, I., e Amade-Escot, C. (2007). The gendered construction of physical education content as the result of the differentiated didactic contract. Physical Education and Sport Pedagogy, 12(3), 245–272. https://doi.org/10.1080/17408980701610185
Waring, M., e Almond, L. (1995). Game-Centred Games-A Revolutionary or Evolutionary Alternative for Games Teaching? European Physical Education Review, 1(1), 55–66. https://doi.org/10.1177/1356336X9500100106
Werner, P., Thorpe, R., e Bunker, D. (1996). Teaching games for understanding: Evolution of a model. Journal of Physical Education, Recreation & Dance, 67(1), 28–33. https://doi.org/10.1038/s41598-018-32292-7
Biografias Autor
http://lattes.cnpq.br/5339147012189423
http://lattes.cnpq.br/1889880741208820
http://lattes.cnpq.br/7904396285319903
http://lattes.cnpq.br/8376235262706414
http://lattes.cnpq.br/9537322186772529
http://lattes.cnpq.br/3334916447488378
Direitos de Autor (c) 2022 Lecturas: Educación Física y Deportes
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
