A Teaching Games for Understanding Programme to Deal with Reasons for Dropout in Under11 Football

Barquero-Ruiz, Carmen; Arias-Estero, José L.; Morales-Belando, María T.

Publication:
A Teaching Games for Understanding Programme to Deal with Reasons for Dropout in Under11 Football

dc.contributor.author	Barquero-Ruiz, Carmen
dc.contributor.author	Arias-Estero, José L.
dc.contributor.author	Morales-Belando, María T.
dc.contributor.department	Expresión Plástica, Musical y Dinámica
dc.date.accessioned	2023-04-05T11:40:52Z
dc.date.available	2023-04-05T11:40:52Z
dc.date.issued	2020-07-07
dc.description	©2020. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Accepted, version of a Published Work that appeared in final form in Research Quarterly for Exercise and Sport. To access the final edited and published work see https://doi.org/10.1080/02701367.2020.1759767	es
dc.description.abstract	Young players report that they dropout of organized football due to excessive emphasis on technical execution, low success, and the lack of autonomy and motivation experienced by players during training sessions. Purpose: To determine whether a TGfU intervention during a youth football program led players to improve in variables related to dropout. That means tactical-technical competence (decision-making, skill execution), success (successful game performance), autonomy (number of decisions made, player autonomy, number of game involvements, player participation), and motivation (enjoyment, intention to be physically active). Method: Twenty under-11-players and two coaches were recruited from 17 clubs. A pretestposttest design with a multi-method approach was used. Coaches were trained and mentored in TGfU. Data were collected using Game Performance Assessment Instrument, enjoyment and intention to be physically active scales, and two focus groups with the players and the coaches. Results: Players improved in decision-making, skill execution, successful game performance, number of decisions made, number of game involvements, and intention to be physically active (p < .05). Participants attributed the results to the TGfU pedagogical features emphasized during the coaches’ training and mentoring. Conclusion: Considering the reasons for dropout in football, in terms of excessive emphasis on technical execution, low success, and the lack of autonomy and motivation experienced by players, TGfU could be a useful pedagogical approach for teaching-learning organized youth football. The TGfU pedagogical features emphasized during coaches’ training and mentoring could be crucial to obtain these results due to the fact that they were the sub-themes highlighted during the focus groups.	es
dc.format	application/pdf	es
dc.format.extent	35	es
dc.identifier.citation	Research Quarterly for Exercise and Sport 2021, Vol. 92, Nº. 4, 618–629
dc.identifier.doi	https://doi.org/10.1080/02701367.2020.1759767
dc.identifier.issn	0270-1367
dc.identifier.issn	2168-3824
dc.identifier.uri	http://hdl.handle.net/10201/129885
dc.language	eng	es
dc.publisher	Taylor & Francis Group	es
dc.relation	During the preparation of this manuscript, the first and second author were supported through the Research Grant Program to Researchers in Formation—Ayudas para la formación de profesorado universitario del Ministerio de Educación, Cultura y Deporte de España (FPU17/00606 and FPU15/00368).	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Coach education	es
dc.subject	port pedagogy	es
dc.subject	teaching– learning contexts	es
dc.subject	youth football	es
dc.title	A Teaching Games for Understanding Programme to Deal with Reasons for Dropout in Under11 Football	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es