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Effects of the Comprehensive and Technical Models of Sports Teaching in Secondary School Students

Author

Listed:
  • Javier Portillo

    (Motor Competence and Excellence in Sport, Faculty of Sport Sciences, University of Castilla-La Mancha, 45071 Toledo, Spain)

  • Pablo Abián

    (Faculty of Humanities and Social Sciences, Comillas Pontifical University, 28049 Madrid, Spain)

  • Alfredo Bravo-Sánchez

    (Faculty of Health Sciences, Universidad Francisco de Vitoria, 28223 Pozuelo de Alarcón, Spain)

  • Alberto Dorado-Suárez

    (Motor Competence and Excellence in Sport, Faculty of Sport Sciences, University of Castilla-La Mancha, 45071 Toledo, Spain)

  • Javier Abián-Vicén

    (Performance and Sport Rehabilitation Laboratory, Faculty of Sport Sciences, University of Castilla-La Mancha, 45071 Toledo, Spain)

Abstract

The aim of this study was to determine the effects of different teaching methodologies (comprehensive vs. technical), developed during a unit of ultimate frisbee, on the physical demands, technical–tactical variables, game performance and physical fitness of secondary school children. Forty-seven students were divided into two groups: Comprehensive Teaching Group (CTG; n = 25, Age: 14.5 ± 0.5 years) and Technical Teaching Group (TTG; n = 22, Age: 14.9 ± 0.8 years). The teaching models (CTG vs. TTG) were composed of 8 sessions of 55 min. Physical fitness was developed with the Alpha-Fitness method, while physical variables were analysed using GPS; the technical and tactical variables performed during the matches were recorded using Full-HD video cameras. The results showed that the CTG students had greater mean speed ( p < 0.001), mean heart rate ( p = 0.006) and covered more total distance/time ( p < 0.001) than the TTG students during sessions. After the intervention, the CTG students showed greater values in good passes ( p = 0.001), good catches ( p = 0.001), good decisions ( p = 0.002) and game performance ( p < 0.001), while the TTG students only showed higher values in game performance ( p = 0.039). In conclusion, the comprehensive teaching model is shown to be an effective pedagogical option to learn ultimate frisbee because the students achieved a higher overall development in the physical demands expressed in the sessions and in the management of the technical–tactical actions in the offensive and defensive phases of the ultimate frisbee game.

Suggested Citation

  • Javier Portillo & Pablo Abián & Alfredo Bravo-Sánchez & Alberto Dorado-Suárez & Javier Abián-Vicén, 2023. "Effects of the Comprehensive and Technical Models of Sports Teaching in Secondary School Students," Sustainability, MDPI, vol. 15(8), pages 1-14, April.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:8:p:6752-:d:1125329
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    References listed on IDEAS

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    1. Juan Vicente Sierra-Ríos & Filipe Manuel Clemente & Ezequiel Rey & Sixto González-Víllora, 2020. "Effects of 6 Weeks Direct Instruction and Teaching Games for Understanding Programs on Physical Activity and Tactical Behaviour in U-12 Soccer Players," IJERPH, MDPI, vol. 17(14), pages 1-14, July.
    2. Víctor Arufe-Giráldez & Alberto Sanmiguel-Rodríguez & Oliver Ramos-Álvarez & Rubén Navarro-Patón, 2023. "News of the Pedagogical Models in Physical Education—A Quick Review," IJERPH, MDPI, vol. 20(3), pages 1-22, January.
    3. Juan M. García-Ceberino & Antonio Antúnez & Sebastián Feu & Sergio J. Ibáñez, 2020. "Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology," IJERPH, MDPI, vol. 17(1), pages 1-18, January.
    4. José L. Arias-Estero & Pablo Jaquero & Ana N. Martínez-López & María T. Morales-Belando, 2020. "Effects of Two TGfU Lessons Period on Game Performance, Knowledge and Psychosocial Variables in Elementary Physical Education," IJERPH, MDPI, vol. 17(10), pages 1-22, May.
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