Análisis multidimensional del feedback pedagógico en entrenamiento en voleibolMultidimensional analysis of pedagogical feedback in volleyball training setting

  1. Rosineila Fátima Pereira Marques
  2. Isabel Mesquita Riveiro
  3. A. Graça Santos
  4. María Perla Moreno Arroyo
Revista:
Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte

ISSN: 1577-0354

Año de publicación: 2010

Volumen: 10

Número: 38

Tipo: Artículo

Otras publicaciones en: Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte

Resumen

El estudio pretendió analizar el feedback pedagógico (FBP) del entrenador, en relación al contenido sustantivo, el referencial que comporta y la forma en la es emitido, en sesiones de entrenamiento de Voleibol juvenil. Participaron en el estudio 28 entrenadores de equipos de jóvenes jugadores con edades entre 12-18 años. El análisis estadístico se realizó mediante regresión múltiple y correlación de Pearson. El FBP centrado en el conocimiento del proceso y la forma de emisión Verbal fueron predominantes. La forma de emisión y el referencial del FBP determinaron la naturaleza del contenido sustantivo de la información. Para el aporte de información técnica los entrenadores emplearon fundamentalmente el conocimiento del proceso y para la información táctica el conocimiento del resultado. La información sobre táctica colectiva fue emitida de forma Verbal, y los restantes contenidos mediante ambas formas de emisión (Verbal y Verbal-Visual).

Referencias bibliográficas

  • Adams, J.A. (1971). A closed-loop theory of motor learning. Journal of Motor Behaviour, 3, 111-149.
  • Afonso. C., Graça, A., y Mesquita, I. (2003). O conhecimento do treinador a respeito das metodologias de ensino e treino do voleibol na formação. In I. Mesquita, C. Moutinho & R. Faria (Eds.), Investigação em VoleibolEstudos Ibéricos (pp. 22-31). Porto: Faculdade de Ciências do Desporto e Educação Física.
  • Botelho, S., Mesquita, I., y Moreno, M.P. (2005). A intervenção verbal do treinador de Voleibol na competição. Estudo comparativo entre equipas masculinas e femininas dos escalões de formação. Portuguese Journal of Sport Sciences, 5(2), 174-183.
  • Boyce, A. (1991). The effects of an instructional strategy with two schedules of augmented KP feedback upon skill acquisition of a selected shooting task. Journal of Teaching in Physical Education, 11, 47-58.
  • Carnahn, H., Hall, C., y Lee, T.D. (1996). Delayed Visual Feedback While Learning to Track a Moving Target. Research Quarterly for Exercise and Sport, 67(4), 416-423.
  • Chambers, K.L., y Vickers, J.N. (2006). Effects of bandwidth feedback and questioning on the performance of competitive swimmers. Sport Psychologist, 20, 184-197.
  • Chen, D. (2001). Trends in augmented feedback research and tips for the practioner. JOPERD: The Journal of Physical Education Recreation & Dance, 72(1), 32-36.
  • Chiviacowsky, S., y Tani, G. (1993). Efeitos da freuência co comnhecimento do resultados na aprendizagem de uma habilidade motora em crianças. Revista Paulista de Educação Física, 7(1), 45-57.
  • Clark, S. C. (2005). Frequência de Conhecimento de Resultados e Aprendizagem Motora: Linhas Atuais de Pesquisa e Perspectivas. In Go Tani (Ed.), Comportamento Motor- Aprendizagem e Desenvolvimento (pp. 185-207). São Paulo: Editora Guanabara Koogan.
  • Cushion, C.J., y Jones, R.L. (2001). A Systematic Observation of Professional Top-level Youth Soccer Coaches. Journal of Sport Behavior, 24(4), 354-378.
  • Dardan, G.F. (1997). Demonstrating motor skills – rethinking that expert demonstration. JOPERD: The Journal of Physical Education Recreation & Dance, 68(6), 31-35.
  • DeKnop, P. (1986). Relationship of specified instructional teacher behaviours to student gain on Tennis. Journal of Teaching Physical Education, 5, 71-78
  • Eghan, T. (1988). The relation of teacher feedback to student achievement in learning selected tennis skill. Louisiana State University: Baton Rouge.
  • Fishman, S.E., y Anderson, W.G. (1971). Developing a System for Describing Teaching. Quest, 15(1):9-16.
  • Fishman, S., y Tobey, S. (1978). Augmented feedback. In Anderson, W. & G. Barrette (Eds.), What’s Going on in Gym: Descriptive Studies of Physical Education Classes. Monograph 1 (pp. 51-62). Newton, CT: Motor Skills: Theory into Practice.
  • Ford, P., Hodges, N.J., Huys, R., y Williams, A.M. (2006). The Role of External Actions-Effects in the Execution of a Soccer Kick: A Comparison Across Skill Level. Motor Control, 10(4), 386-404.
  • Freedman, M.P. (2000). Using effective demonstration for motivation. Science and Children, 38(1), 52-55.
  • French, K., Werner, P., Rink, J., Taylor, K., y Hussey, K. (1996). The effets of a 3-week unit of tactical, skill, or combined tactical and skill instruction on badminton performance of ninth-grade students. Journal of Teaching in Physical Education, 15(4), 418-438.
  • Gilbert, W., Trudel, P., Gaumond, S., y Larocque, L. (1999). Development and Application of an Instrument to Analyse Pedagogical Content Interventions of Ice Hockey Coaches. SOSOL: Sociology of Sport Online.2(2).
  • Goodwin, J.E., y Meeuwsen, H.J. (1995). Using bandwidth knowledge of results to alter relative frequencies during motor skill acquisition. Research Quarterly for Exercise and Sport, 66, 99-104.
  • Graça, A., y Mesquita, I. (2002). A investigação sobre o ensino dos jogos desportivos: Ensinar e aprender as habilidades básicas do jogo. Revista Portuguesa de Ciências do Desporto, 2(5), 67:79.
  • Graham, G., Soares, P., y Harrington, W. (1983). Experienced teachers’ effectiveness with intact classes: Na ETU study. Journal of Teaching in Physical Education, 2(2), 3-14.
  • Hastie, P. (1999). An Ecological Perspective on Physical Education. European Physical Education Review, 5(1), 9-29.
  • Kwak, E.C. (2005). The immediate effects Various Task presentation types on Middle School Students´ Skill Learning. International Journal of Applied Sports Sciences, 17 (1), 7-17.
  • Lee, T.D., Swinnwn, S.P., y Serrien, D.J. (1994). Cognitive effort and motor learning. Quest, 46, 328-344.
  • Lima, A., Mesquita, I., y Pereira, F. (2007). Análise da informação transmitida pelo treinador, no treino em voleibol. In Actas do 1º congresso Internacional de Jogos Desportivos – Olhares e contextos da performance. Da iniciação ao Rendimento. Porto: Centro de estudos de jogos desportivos, Faculdade de Desporto, Universidade do Porto [CDROM].
  • Macedo, J., Mesquita, I., y Graça, A. (2003). Concepções e metodologias do ensino do Voleibol-Estudo aplicado em treinadores de do escalão de juvenis feminino. In I. Mesquita, C. Moutinho & R. Faria (Eds.), Investigação em Voleibol-Estudos Ibéricos (pp. 32-40). Faculdade de Ciências do Desporto e Educação Física: Porto.
  • Magill, R. (1994). The influence of augmented feedback during skill learning depends on characteristics of the skill and the learner. Quest, 46, 314-327.
  • Magill, R. (2001). The effect of augmented feedback on skill learning. In R. Magill (Ed.), Motor Learning Concepts and Applications (6ª ed., pp. 235-245). New York: The McGraw-Hill Companies, Inc.
  • Magill, R.A., y Schoenfelder-Zohdi, B. (1996). A visual model and knowledge of performance as sources of information for learning a rhythmic gymnastic skill. International Journal of Sport Psychology, 27, 7-22.
  • MarKland, R., y Martinek, T.J. (1988). Descriptive analysis of coach augmented feedback given to high school varsity female volleyball players. Journal of Teaching in Physical Education, 7, 289-301.
  • McCullagh, P., y Caird, J.K. (1990). Correct leaning models and use of knowledge of results in the acquisition and retention of a motor skill. Journal of Human Movement Studies, 18, 107-116.
  • Mesquita, I. (1998). A instrução e a estruturação das tarefas no treino de Voleibol: estudo experimental no escalão de iniciados feminino. Porto: FCDEF-UP. Doctoral Thesis presented to Faculty of Sport Sciences and Physical Education, of University of Porto.
  • Mesquita, I. (2005). A contextualização do treino no Voleibol: a contribuição do construtivismo. In D. Araújo (Ed.), O contexto da decisão táctica. A acção táctica no desporto (pp. 355-378). Lisboa: Visão e Contextos.
  • Mesquita, I. (2006). Ensinar bem para aprender melhor o jogo de voleibol. In G. Tani, J.O. Bento e R. Peterson (eds.), Pedagogia do Desporto (pp. 327-344). Rio de Janeiro: Editora Guanabara Koogan.
  • Mesquita, I. (2008). A magnitude adaptativa da técnica nos jogos desportivos. Fundamentos para o treino. In F. Tavares, A. Graça, J. Garganta e I. Mesquita (eds.), Olhares e contextos da performance nos jogos desportivos (pp. 93-107). Porto: Faculdade de Desporto, Universidade do Porto.
  • Mesquita, I., Farias, C., Oliveira, G., y Pereira, F. (2009). A intervenção pedagógica, sobre o conteúdo, do treinador de Futebol. Revista Brasileira de Educação Física e Esporte, 23(1) (in press).
  • Mesquita, I.; Rosado, A., y Januário (2008). Athlete’s retention of a coach’s instruction before a judo competition. Journal of Sports Science and Medicine, 7(3), 402-407.
  • Metzler, M. (1989). A review of research on time in sport pedagogy. Journal of Teaching in Physical Education, 8(2), 87-103.
  • Pellet, T. L., y Harrison, J. M. (1995). The influence of a Teacher’s Specific, Cogruen, and Corrective Feedback on Female Junior High School Students’ Immediate Volleyball Practice Success. Journal of Teaching in Physical Education, 15, 53-63.
  • Pestana, M., y Gageiro, G. (2005). Análise de Dados para Ciências Sociais-A Complementaridade do SPSS. Lisboa: Edições Sílabo.
  • Piéron, M. (1986). Recherche en Enseignement des Activités Physiques: Méthodologie Utilisée à l’Université de Liége. In M. L.Pare, M. Lirette & M. Piéron (Eds.), Méthodologie de la Recherche en Enseignement de l’Activité Physique et Sportive (pp. 93-111). Québec : Université du Québec.
  • Pierón, M. (1981). Research on teacher change: effectiveness of teaching a psychomotor task study in a micro-teaching setting. Paper presented at the American Alliance for Health, Physical Education, Recreation, and Dance. National Convention, Boston.
  • Piéron, M. (1992). Reactions a la prestation (Rétroactions - feedback). In Pédagogie des activités physiques et du sport. Paris: Revue EPS.
  • Piéron, M., y Delmelle, R. (1982). Augmented Feed-Back in Teaching Physical Education: Responses from the Athletes. In M. Piéron & J. Cheffers (Eds.), Studying the Teacher in Physical Education (pp. 141-150). Liége: Université de Liége.
  • Potrac, P., Jones, R., y Cushion, C. (2007). Understanding power and the coach’s role in professional English soccer: A preliminary investigation of coach behaviour. Soccer e Society, 8, 33-49.
  • Rink, J. (1993). Teaching physical education for learning. 2nd edition. Mosby, St. Louis.
  • Rink, J. (1994). The Task Presentation in Pedagogy. Quest, 46, 270-280.
  • Rink, J., Frensh, K., y Tjeedsma, B.L. (1996). Foundations for the learning and instruction of sport and games. Journal of Teaching in Physical Education, 15, 399-417.
  • Rosado, A., Mesquita, I., Januário, N., y Breia, E. (2008). Athlete’s Retention of Coach’s Instruction on Task Presentation and Feedback. International Journal of Performance Analysis in Sport, 8(1), 19-30.
  • Schmidt, R.A. (1975). A schema theory of discrete motor skill learning. Psychological Review, 82, 225-260.
  • Schmidt, R.A. (1988). Motor control and learning (2nd ed.). Champaign, IL: Human Kinetis.
  • Schmidt, R.A. (1991). Frequent augmented feedback can degrade learning: evidence and interpretations. In J. Requin & G.E. Stelmach (Eds.), Tutorials in motor neuroscience (pp. 59-75). Amesterdam: Kluwer Academic.
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15, 4-14.
  • Siedentop, D. (1991). Developing teaching skills in physical education (3rd ed.). Mountain View, CA: Mayfield.
  • Swinnen, S.P. (1996). Information feedback for motor skill learning: a review. In H.N. Zelaznik (Ed.), Advances in Motor Learning and Control (pp. 37-66). Champaign, IL: Human Kinetics.
  • Tabachnick, B. G., y Fidell, L. S. (2000). Using multivariate statistics. 4th ed. edition. Boston, MA: Allyn and Bacon.
  • Tani, G., Feudenheim, A.M., Júnior, C.M.M., y Corrêa, U.C. (2005). Aprendizagem Morora: Tendências, Perspectivas e Aplicações. Revista Paulista de Educação Física, 18, 55-72.
  • Tertuliano, I., Ugrinowitsch, A., y Corrêa, U. (2007). Efeitos da frequência de feedback na aprendizagem do saque no voleibol. Revista Portuguesa de Ciências do Desporto, 7(3), 328-335.
  • Trudel, P., y Brunelle, J. (1985). Les situations d’apprentissage offerts aux joueurs inscrites dans des liges de hockey mineur. L’Association Cannadienne pour la Santé: L’Education Physique et le Loisir, 51, 18-25.
  • Ugrinowitsh, H., Tertuliano, I.W., Coca, A.A., Pereira, F.A.Z., y Gimenez, R. (2003). Frequência de feedback como um fator de incerteza na aprendizagem de uma tarefa de preensão. Revista Brasileira de Ciência e Movimento, 11, 41-47.
  • Valmor, R., Graça, A., y Nascimento, J. (2008). O conhecimento Pedagógica do Conteúdo: Estrutura e implicações para a formação em Educação Física. Revista Brasileira de Educação Física e Esportes, 22(2), 161-171.
  • Weeks, D.L., y Kordus, R.N. (1998). Relative frequency f knowledge of performance and motor skill learning. Research Quarterly for Exercise and Sport, 69, 224-230.
  • Weiss, M.R., Ebbeck, V., y Rose, D.J. (1992). “Show and tell” in the gymnasium revisited: Developmental differences in modeling and verbal rehearsal effects on motor skills learning and performance. Research Quarterly for Exercise and Sport, 61(4), 344-350.
  • Werner, P., y Rink, J. (1989). Case studies of teacher effectiveness in second grade physical education. Journal of Teaching Physical Education, 8, 280-297.
  • Williams, A. M., y Hodges, N. (2005). Practice, instruction and skill acquisition in soccer: Challenging tradition. Journal of Sports Sciences, 23(6), 637-650.
  • Wrisberg, C.A., y Wulf, G. (1997). Diminishing the effects of reduced frequency of knowledge of results on generalized motor program learning. Journal of Motor Behavior, 29, 17-26.
  • Wulf, G., y Shea, C.H. (2004). Understanding the role of augmented feedback. In A.M. Williams & N.J. Hodges (Eds.), Skill Acquisition in Sport: Research, Theory and Practice (pp. 121-144). New York: Routhedge.
  • Yerg, B., y Twardy, B. (1982). Relationship of Specified Instructional Teachers Behaviours to Pupil Gain on a Motor Skill Task.In M. Piéron & J. Cheffers (Eds.). Studying the Teaching in Physical Education (pp. 61-68). Liége: AIESEP.
  • Zubiaur, M., Oña, A., y Delgado, J. (1999). Learning volleyball serves: a preliminary study of the effects of knowledge of performance and of results. Perceptual and Motor Skills, 89, 223-232.