Aproximación ecológica sobre las habilidades para finalizar a gol a través de las tareas de entrenamiento
DOI:
https://doi.org/10.17398/1885-7019.22.199Palabras clave:
pedagogía no lineal, entrenamiento, Aprendizaje, Fútbol, variabilidadResumen
El objetivo de este estudio fue analizar cómo influyen los puntos de inicio del jugador en los parámetros técnicos y físicos durante las tareas de entrenamiento, en diferentes formatos de juego reducido. La muestra estuvo compuesta por jugadores de fútbol masculino (N = 20) de la categoría sub-16 (15,3 ± 0,5 años), pertenecientes a la academia de un club profesional de la primera división del fútbol español en la temporada 2023-2024.Se diseñaron dos formatos de juegos reducidos (2x2+P MPI; 2X2+P DPI) donde se utilizaba el condicionante de mantener el mismo punto de inicio y diferente punto de inicio por parte de los jugadores durante el desarrollo de la tarea. Se analizaron las variables físicas externas de distancia total, distancia a diferentes velocidades (7-13 km·h-1;13-18 km·h-1;18-21 km·h-1;21-24 km·h-1), velocidad máxima (<24km·h-1), medias (entre 2 y 3 m. s-2), altas aceleraciones/deceleraciones (> 3 m. s-2) y variables técnicas relacionadas con el tiro y el control. Los resultados mostraron diferencias significativas en la gran mayoría de variables físicas y también en la gran mayoría de variables técnicas. Estos datos permiten, a través de este condicionante, generar una mayor variabilidad tanto física como técnica a las tareas para que los técnicos puedan diseñar entornos de aprendizaje más próximos al juego.
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