Publication: Efectos de la hibridación de los modelos comprensivo y ludotécnico en la mejora técnico-táctica y aspectos psicológicos en jugadores de balonmano en formación
Authors
Malfa, Davide
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Escuela Internacional de Doctorado
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Valero Valenzuela, Alfonso ; Gómez López, Manuel
Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/doctoralThesis
Description
Abstract
El propósito del estudio fue examinar el impacto de una propuesta de intervención fundamentada en la combinación del modelo Ludotécnico (MLT) y el modelo de Enseñanza Comprensiva del Deporte (MECD), conocida como "modelo ludocomprensivo" (MLC), sobre variables psicosociales, el conocimiento técnico-táctico en jugadores de balonmano en etapa de iniciación deportiva y la percepción de sus entrenadores. Se aplicó un enfoque metodológico mixto mediante un diseño cuasi-experimental con mediciones repetidas (pretest y postest), que incluyó un grupo experimental y otro control no aleatorizados. La muestra estuvo compuesta por 63 jugadores de categoría alevín (media edad = 10.61; DT = 0.68) pertenecientes a dos clubes deportivos en España. A nivel cualitativo, se realizaron entrevistas semiestructuradas a los entrenadores implicados. Los hallazgos arrojaron mejoras en la percepción del estilo motivacional del entrenador, aumentando a lo largo del tiempo el estilo de apoyo a la autonomía (3.64 a 3.91, p = .03) y disminuyendo el estilo controlador (2.34 frente a 2.02, p = .02), respaldados por las opiniones de los entrenadores con una mejora en la implicación emocional de los jóvenes. A nivel de variables deportivas, la hibridación de estas dos metodologías evidenció un mayor desarrollo en el conocimiento técnico-táctico por parte de los jugadores que recibieron la hibridación en comparación con el grupo control (7.53 frente a 6.26, p = .01), índice de implicación en el juego (89.00 frente 111.50, p = .03), el rendimiento en el juego (34.32 frente a 36.82, p < .05) y en la ejecución de la habilidad en la defensa (54.14 frente a 77.55, p = .01), siendo en mayor medida para los chicos (43.70 frente 73.85, p = .04). No obstante, los entrenadores también identificaron cierta incertidumbre durante la implementación, lo cual podría relacionarse con un empeoramiento a lo largo del tiempo en la satisfacción de las relaciones sociales (6.21 a 5.78, p = .04), en la motivación autónoma (4.39 a 4.14, p < .01) y en el índice de autodeterminación (8.77 a 7.30, p = .03), siendo en los chicos donde más disminuyó la percepción del estilo controlador (2.80 a 2.33, p = .03), pero también de la motivación autónoma (4.50 a 4.17, p < .01). Los entrenadores que aplicaron el MLC percibieron beneficios en la comprensión táctica, en la toma de decisiones y en la adherencia hacia la práctica deportiva de sus jugadores, sugiriendo que se realice una mayor adaptación de los juegos a situaciones específicas del partido y que se aplique esta metodología a otros deportes dentro de la misma categoría. En conjunto, estos resultados sugieren que la implementación de la hibridación de estos dos modelos requiere un periodo de adaptación, permitiendo que los jugadores desarrollen gradualmente mayor autodeterminación, seguridad en la toma decisiones y asunción de responsabilidades. Las conclusiones señalan que el modelo constituye una alternativa didáctica sólida y coherente para la formación de jugadores "inteligentes" en la iniciación deportiva, especialmente en los deportes de invasión.
This study aimed to explore the impact of an educational intervention grounded in the hybridization of the ludotechnical model and teaching games for understanding, referred to as the "ludocomprehensive model" (MLC) on psychosocial variables and technical-tactical knowledge in handball players at the initiation stage and the perception of their coaches. A mixed-methods approach was used, involving a quasi-experimental design with repeated measures (pretest and posttest), which included a non-randomized experimental group and a control group. The sample included 63 under-12 players (Media age = 10.61; Standard Deviation = 0.68) from two sports clubs in Spain. Qualitative data were gathered through semi-structured interviews with each coach. The findings showed improvements in athletes' perceptions of the coach's motivational style, with an increase over time in autonomy-supportive style (from 3.64 to 3.91, p = .03), and a decrease in controlling style (from 2.34 to 2.02, p = .02). These results were supported by the coaches' reports, who noted an improvement in the youths' emotional involvement. At the level of sport-related variables, the hybridization of these two methodologies showed greater development in the players' technical-tactical knowledge in the hybrid group compared to the control group (7.53 vs. 6.26, p = .01), game involvement index (89.00 vs. 111.50, p = .03), game performance (34.32 vs. 36.82, p < .05), and defensive skill execution (54.14 vs. 77.55, p = .01), wtih these improvements being more pronounced in boys (43.70 vs. 73.85, p = .04), autonomous motivation (4.39 to 4.14, p < .01), and the self-determination index (8.77 to 7.30, p = .03). Among boys, the perception of the controlling style decreased the most (2.80 to 2.33, p = .03), but so did autonomous motivation (4.50 to 4.17, p < .01). Coaches who applied the MLCperceived benefits in tactical understanding, decision making, and players' adherence to sport practice, suggesting that games should be further adapted to specific math situations and that this methodology should be applied to other sports whinin the same category. Overal, there results indicate that implementing the hybridization of the two models requires an adaptation period, allowing players to gradually develop greather self-determination, confidence in decision making, and assumption of responsibilities. The conclusions highlight that the model constitutes a solid and coherent didactic alternative for developing "intelligent" players in sport initiation, particularly in invasion sports.
This study aimed to explore the impact of an educational intervention grounded in the hybridization of the ludotechnical model and teaching games for understanding, referred to as the "ludocomprehensive model" (MLC) on psychosocial variables and technical-tactical knowledge in handball players at the initiation stage and the perception of their coaches. A mixed-methods approach was used, involving a quasi-experimental design with repeated measures (pretest and posttest), which included a non-randomized experimental group and a control group. The sample included 63 under-12 players (Media age = 10.61; Standard Deviation = 0.68) from two sports clubs in Spain. Qualitative data were gathered through semi-structured interviews with each coach. The findings showed improvements in athletes' perceptions of the coach's motivational style, with an increase over time in autonomy-supportive style (from 3.64 to 3.91, p = .03), and a decrease in controlling style (from 2.34 to 2.02, p = .02). These results were supported by the coaches' reports, who noted an improvement in the youths' emotional involvement. At the level of sport-related variables, the hybridization of these two methodologies showed greater development in the players' technical-tactical knowledge in the hybrid group compared to the control group (7.53 vs. 6.26, p = .01), game involvement index (89.00 vs. 111.50, p = .03), game performance (34.32 vs. 36.82, p < .05), and defensive skill execution (54.14 vs. 77.55, p = .01), wtih these improvements being more pronounced in boys (43.70 vs. 73.85, p = .04), autonomous motivation (4.39 to 4.14, p < .01), and the self-determination index (8.77 to 7.30, p = .03). Among boys, the perception of the controlling style decreased the most (2.80 to 2.33, p = .03), but so did autonomous motivation (4.50 to 4.17, p < .01). Coaches who applied the MLCperceived benefits in tactical understanding, decision making, and players' adherence to sport practice, suggesting that games should be further adapted to specific math situations and that this methodology should be applied to other sports whinin the same category. Overal, there results indicate that implementing the hybridization of the two models requires an adaptation period, allowing players to gradually develop greather self-determination, confidence in decision making, and assumption of responsibilities. The conclusions highlight that the model constitutes a solid and coherent didactic alternative for developing "intelligent" players in sport initiation, particularly in invasion sports.
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