1 -THOUGHT TACTIC IN THE FORMACION OF PLAYERS:
METODOLOGY OF TRAINING OF THOUGHT TACTIC THROUGH GAME

Teacher: Gabriel Torres Tobío
Dr in CC. of the Physical Activity and Sports
National Handball trainer
Professor of INEF-Galicia, University of Coruña
Teacher of the National School of Trainers, RFEBM
(ACÇÂO OF FORMAÇAO TREINADORES –FUNCHAL, MADEIRA- 27 OF NOV. 2000)

The handball, basketball, soccer room, hockey, among others, are codified and regulated sports of equipment with an internal logical similar, characterized by a high degree of motor communication and relations of continuous interaction; where the elements to take care of and the situations of game are money changers permanently; reason why the mechanism of decision making is employee of many perceptivos factors that generate different alternatives from answers, and that force to select most suitable, and to even rectify decisions permanently. This locates to us in the context of the level of analysis of the motor tasks, where the mechanisms perceptivo and of decision are fundamental, from the perspective of the global tactical thought and the specific individual tactics of game.

The applied games, in the education process - learning of the sports of equipment with the characteristics of the mentioned sports previously, are centered in the context of natural approach to the game, in order to avoid stereotyped technical-tactical models in early ages. In the proposals practical to improve the "tactical thought" tasks through games oriented towards the improvement of the perceptiva capacity and decision must consider before variable situations of decision making.

With this methodologic proposal of use of the game applied in the learning of the equipment sports (handball) it is tried to offer an alternative of pedagogical practice, to improve the capacity of tactical thought, not only in the initiation of young players (alevines, infantile), fundamentally, but also in the improvement of players (cadets, youthful). The difference of its application between initiation and improvement will be in the instructions of the trainer at level of the difficulty of the task, in the perceptivo order and of decision, mainly as far as the number of stimuli to observe and to remember in the action of the task.

This way, with this practical proposal, our objective will be to improve the capacity of tactical thought global player. Interpreting which the capacity of "tactical thought" is the talent that has a player to make a correct decision in the smaller possible time, taking care of one or several present stimuli (perception of surroundings + to remember the instructions of the trainer) in the interaction of the task.

In this occasion we used a certain game (the ten you happen) as practical case. But, this game is not the methodology, is a selected game, among others, like model to describe this methodologic criterion; being able to develop to this practical case with any other game of characteristic similars and purpose (the three fronts, etc).

1. THE FUNCTION OF THE APPLIED GAME.

The characteristics of the applied game, that will be specified later, must facilitate in the learning that the player:

• Vivencie conducts in resistance:

Attack-to defend…
Cooperation-opposition…
Desmarque-marcaje…
Persecute-to escape…
Driblar-to strip ball…
Pass-to intercept...

• Integrate technical abilities:

Displacement with moving body…
To receive…
To happen.....

• Improve his perceptivas capacities:

Field of view (visual perception)…visual Memory…perceptiva Capacity of anticipation (perceptiva rapidity space - temporary)…permanent Attention before stimuli of the variable surroundings, in duration and intensity…general and selective Attention of a part of the surroundings (cognitiva concentration)…Perception and mental representation of the sociomotriz space of game (psicomotriz space memory)…

• Improve the capacity of decision making:

Take part with variable decision times (modification times decision)…Observes alternative answers…Selects answers…Assumes decisions permanently… Rectifies decisions "based on..."…Evaluates the risk of the decisions…Hierarchizes decisions (conducts - high-priority tactical intentions)…Categorice observable conducts.....

• Improve his sociomotricidad (socialization):

Assume responsibilities (rolls, norms)…Improves his sense of collaboration (felt Predominance of equipment)…Facilitates his group relation…Improves the competitive ability (cleverness)... Facilitate the initiative (spontaneous activity, creativity)… Improves his capacity of motor communication… Develops strategies according to slogans that receive (autoestrategia)…Learns to value the success and to control to the defeat... Acquire game attitudes (it enjoys playing, and it plays to gain...)...

• Favor his autoevaluación (internalization):

It affirms autoevaluación conducts and Autoevalúa…automatic control its own resources and capacities in the action of the own game…Establishes comparison levels and contrasts with others…

• Globally, it improves the capacity of individual tactical thought......

II.

Some of the characteristics that they identify and they differentiate to the applied game (directed game) of other simpler levels of game (played task) are:

• It tries to develop to conducts - specific intentions of game, and technical abilities, within the global context of the game (understanding like so, the internal logic of the motor communication of the handball).

• It is the most significant manifestation of the game (pure game)

• Opposition exists clear a common objective of cooperation -

• In their internal logic conducts are due to propose - intentions of game in resistance (distancing - marcaje).

• The game must have objectives for attackers and defenders (Dignificar rolls and subrolls of attackers and defenders). Example:

• Equipment A: ... 10 you pass + 8 interceptions = 18 points
• Equipment B: ... 8 you pass + 4 interceptions = 12 points

• Usually they have a Code of motor Communication more complex. Example:

• It is possible to be happened forwards and not backwards
• It is possible to be progressed not backwards hurling forwards but
• It is not possible to be happened to who happened to me
• It is not possible to be happened to the previous one that it happened to me.....

An element of the Code of Communication is the Rules of the game.

• Usually they have a Communication network with many elements in the space surroundings. Example:

• Number of companions
• Number of opponents
• Number of balls
• Limited areas or spaces or conditional
• Movable Interposiciones (players that moves by the space...)
• Static Interposiciones (objects that makes difficult displacements in space)

• Different degrees from exigency of the visual perceptiva capacity (Attention to several elements of the surroundings).

• Different levels from difficulty in the slogan memorization. Complexity of the communication code (number and complexity of slogans to remember).

• In his organization, there are no eliminated groups of delay nor. A permanent participation will always exist.

III. METODOLOGIA OF APPLICATION.

We suggested the application of the game like means of oriented learning, in which one does not treat, simply, to propose the game and to let play; if not of which the Professor orients the tactical and technical conducts suggesting slogans with different intention.

The Professor will take part actually proposing slogans in the tasks, to orient a certain conduct.

The Player must make decisions based on slogans imposed by the professor; that they will condition its action in the game (the observation - decision - execution), forcing to him to establish high-priority intentions and to rectify decisions almost permanently.

The slogan proposals of the Professor are oriented in three levels:

• Variables to use
• Number of slogans to remember (level of complexity in the action)
• Capacity to imply, to improve the perceptivas and cognitivas capacities before situations different from decision making.

The didactic variable that raises the trainer in its instructions and the number of slogans will depend on the objectives and the concrete answers of the group, observed by the trainer (criterion and capacity of diagnosis). Thus, the tasks that we will propose actually will not follow obligatorily the order in that they appear in this document, nor they will be developed in a single session; if not that will consider that task (instruction-slogan) that persecutes an intentionality based on the observation of the answers of the group and the objectives.

The type of slogans that the Professor will propose in the tasks, is related fundamentally to the didactic variables:

• Spaces: Determined, empty zones, occupied.....Ejemplo:"No to happen to the zone of where they have happened to me".
• Lines: Directions of happen, reception, progression..... Example: "not to happen in the same direction of the line of it happens previous".
• Distance: With respect to companions, opponents.....Ejemplo: "To move away of the defender, to happen and to receive before being touched with the adapted ball or hurling".
• Players: Number of people and order of participation in the action....Ejemplo: "it is not possible to be happened to who passed... o/y to you... passes nº 10 must receive it the.todos player that received passesº n 3 o/y 7....o/y... the players will receive at least once the ball before concluding the number and sequence of you happen established".
• Techniques: To orient a technique determined through the own game....Ejemplo: To happen in boat (this facilitates looking for, obligatorily, the line of pass-reception to happen and simultaneously it is oriented technically happens in boat).

The number of slogans to remember that the professor proposes in the task will vary based on the age and degree of formation of the group. They will be created thus:

• Different levels from difficulty in the slogan memorization (Number and complexity of slogans to remember)
• Different degrees and exigency in the perceptiva capacity, fundamentally, line of vision (Attention to several elements of the changing surroundings)

The professor will do his proposals of tasks on these variables and acting on the network and the codes of communication and on the motricidad; mobilizing therefore the perceptivas, cognitivas and motor capacities of the player.

The different possibilities of establishing variants with alternatives of profit of the objectives that the game persecutes, must set out in alternancia and combination, based on the level of the group and the degree of difficulty in the action, as far as the perception-decision-execution.

The variants are training factors of the task-game that, without varying its formal structure, will allow us to modify the operativity of the task, creating learning situations and thus orienting all the training conducts of the same one, to reach more specific objectives:

• Variants in alternancia: They will be those in which the educational one only usually proposes one slogan- intention to observe and/or to remember during the development of the activity-task, to orient a determined conduct of the action.
• Variants in combination: They will be those in which the educational one usually proposes several slogans- intentions to observe and/or to remember during the development of the activity-task, to orient several conducts of the action and to increase the difficulty in the decision making.

The order of the tasks established in this document, does not imply that the professor-trainer follows that order corelative in the proposal of tasks. The successive introduction of variants in alternancia and combination, will not be made of a mechanical form, but taking care of criteria of objectives and observation of the concrete answers of the group. The educational one must know the characteristics feedbak - information -, as far as type and informational density of variant slogan-intentions Estas sets out based on which the educational one observes in the action of the group. For example, if we observed that in the motor accomplishment of the player-group there is no a balanced occupation of the space, we will propose a variant that favors it. Thus, based on the degree of effectiveness or of the error in the motor accomplishment, the alternative variant sets out to obtain the objective.

IV. GAME MODEL:

In this occasion we used a determined game, similar to the one of "the ten you happen", that we could denominate it "the pins". But, we remembered that this game is not the methodology, is a game selected like model to describe this methodologic criterion of training; being able to develop to this practical case with any other game of characteristic similars and purpose, like the game of "the three fronts", that appears like variant in this document.

DESCRIPTION OF THE GAME:

Name:

< the pins >. Tounque, in the game habitually 10 settle down you happen; nevertheless, in our practice we establish more than 10 you happen to facilitate different levels from game continuity; what facilitates in the observation of the group different degrees from quality and capacity of execution of the task. In this case, one would be to obtain 10 + 10 +10 (3 cycles of 10 you happen), at the most. Usually, based on the objective (intentionality), we will propose 10 either 10+10 or 10+10+10. Reason why, also it we can denominate as "the 10 you happen", "the game of the 10 either the more you happen" or

General missions:

As far as players with ball (Attacking):

• To improve the basic cycle of construction of game (CCBJ):

• To improve the continuity of ball possession (in the space and the time).
• To develop tactical intention-conducts of distancing.

As far as players without ball (Defending):

• To avoid the construction of attack game: "To avoid reception... to dissuade it happens... to seize of the ball... etc"
• To develop technical-tactical intention-conducts of marcaje.

Activity - task basic:

A team of 6 players with ball, against a team of 6 players without ball. The equipment with ball tries to obtain 10 or you more spend (sequence of 10 + 10 +10; that is to say, 3 cycles of 10 you pass maximum). Although, based on the objective (intentionality), we will propose 10 either 10+10 or 10+10+10 you happen without losing the possession of the ball; and the equipment without ball tries to avoid it, trying to seize of the ball.

Rules:

Basically they will be the same ones that those of the sport to teach, with respect to: how it can gamble the ball and behavior with the opposite.

Observations:

• Why 10 either the more you happen: ... Because "10" are the nº of you happen that usually they occur in the actions of the positional game.... Because it facilitates the number and time of participation of the players (the double of you happen that equipment players)... Because he facilitates that the defenders have possibilities of intercepting the ball.... Because more than 10 you happen establishes levels of continuity of game as far as ball possession (basic cycle of construction of game)...

• Time of participation:... Instead of proposing a certain number of you happen, also a time of participation or possession of the ball can be established (time of attacker roll). To this case, a duration of 45 seconds to 1 minute will pay attention. Although the defending equipment seizes of the ball before the attackers obtain the sequence settled down of you happen; the attackers will follow with the possession of the ball until they obtain the cycle of you happen proposed or, at least, during a minute; so that they have a time of adaptation and assimilation of the task, and to facilitate the learning.

• Why 3"of individual time of possession of the ball?:...Because he avoids individual conducts in the ball possession.... Because it is a time of habitual participation in the actions with ball.... Because the sum of 3", at the most, in the possession of the ball in the 10 you happen, he is equivalent at the same time maximum of 30" to make the game (it is a habitual time of the positional game)...

• Why 5 or 6 players by each equipment... The number of players will be fundamentally of 6:6, 5:5 or 4:4 because it favors the times and number of participation in the action... Because it is difficult that a player can observe in his surroundings more players, in the time of action that will arrange... Also he is recommendable to promote the tasks in superiority situations and numerical inferiority. The players will identify themselves with colors different to favor the visual discrimination, favoring the perception and decision making.

• Which will be the dimension of the space... Specifically, it will depend Generally on the action space of each sport ..., the space will be a surface approximated of 20x12 or 15x10; although it could be reduced or be extended based on concrete objectives. These dimensions set out because the troop density of the space has a relation balanced with the space of positional game (relation jug/m2)... This space will be divided in 8 imaginary zones that represent spaces of occupation in width and depth.

High-priority Normas-Intenciones of the action:

Three levels of demanded conducts settle down, because they identify different levels of motor interaction and space-temporary structuring.

V. A CASE I PRACTICE OF TRAINING Of THOUGHT TACTICO Through GAME.

Some variants of the activity in the game:

In this practical case we were centered, fundamentally, in proposing and orienting attack situations.

Initially, usually they set out variants in alternancia and progressively variants in combination with a degree of greater or smaller difficulty based on the group will be introduced.

A

1) TASK:

Slogan attacking: "To obtain 10 either the more you happen, avoiding to be touched the player in possession of the ball: adapted, or progressing in boat ".

Slogan defending: "To avoid that attacking they obtain 10 or more you happen, trying to touch to the carrying player of the ball".

Rule: If a player is touched with possession of the ball, his will not be entered happens; but, the cycle of you happen will continue in the number of you happen that they have been executed without being touched.

This variant favors:

• That more speed is printed to happens (risk to be touched).

• The observation of the elements of the surroundings (companions, spaces, opponents,..) before receiving, to reduce the time between reception and happens.

• To discover distances of distancing in relation to the defenders: To move away to happen and to receive.

2) TASK:

Slogan attacking: "previous Idem, but all must touch, at least, once the ball"

Slogan defending: "previous Idem".

This variant favors:

• The participation of all in the game and avoids the individualismo.

• It forces the attackers and defenders to remember who received and who lack to receive, reason why is conditioned happens and the marcaje (no longer she is marked that received).

3) TASK:

Slogan attacking: "To obtain 10 you more surely pass or and precision with defender at a distance".

Slogan defending: "To intercept you happen being next to the player without ball, but it is not possible to be robbed the ball to the player who has it adapted or hurling, nor to be intercepted happens next to him..... Marcaje to the players who do not have ball; it is not possible to be marked the player who has it ".

This variant favors:

• That the less capable-technical players acquire confidence and eliminate the uncertainty in the decision making with ball.

• That the player distancing to be received (To move away for defending recibir/distancia)

• That it observes different alternatives from happens before receiving (It favors decision time).

• Permanent maintenance of the reception distance

• The direction with respect to the defender to receive and to happen …

5) TASK:

Slogan attacking: "he passes nº 10 (or last) must receive it the player < Jesus > or the player who received passes nº 3 or 6".

Slogan defending: "To try to intercept it happens and simultaneously to avoid that the player who receives passes nº 5, does not receive nº 10 (or last)".

This variant proposes:

• Deliberate final actions; that is to say, the selection thought of last happens (attendance)".

6) TASK:

Slogan attacking: "you pass nº 2-5-8-10 must receive them the player Jesus". (This proposal only must know it the attackers).

Slogan defending: "To try to intercept it simultaneously happens and to discover that player is the director of game of the attacking equipment"

This variant favors:

• Permanent selection of deliberate actions: Selection of happens…

• The high-priority allocation of responsibilities and tactical intentions.

7) TASK:

Slogan attacking: "To obtain 10 or you happen more; but they are not possible to be given more than three you happen followed in each average field ".

Slogan defending: "To try to intercept you happen".

This variant favors:

• The balanced occupation of the space as far as group and dispersion.
  • The balanced occupation of the space

  8) TASK:

  Slogan attacking: "To obtain 10 or you happen more, but it is only possible to be happened from a zone to another one of the field". (the 10 you happen between borders).

  Slogan defending: "To intercept you pass them".

  Some slogans for attackers on this task:

  • It is not possible to be happened to the zone of where there are past, nor to the zone where we have received.
    • Cannot be happened from the zone in which we have received, nor to the zone where we have received.
    • It is not possible to be happened to the zone where we have received, nor to the adjacent zones.

    Other alternative variants of this task are:

    • Not to happen to the zone of where they have happened to me
      • It is not possible to be happened from the zone that we have received.
      • Not to happen to the zone of where they have happened to me nor from the zone which we have received
      • Not to happen to where there are past, neither from the zone where I have received, nor to the zone where I have received......... etc.

  This variant favors:

  • The selection of happens
  • The balanced occupation of the space
  • Conditional distancing and marcajes

  9) TASK:

  Slogan attacking: "To obtain 10 either the more you happen but it is not possible to be happened in the same line of pass-reception (Vertical-horizontal-diagonal)". (If receipt in width, deep step or in diagonal.....)

  Slogan defending: "To intercept you happen"

  This variant favors:

  • Work of direction happens.
  • Distancings and marcajes conditional.

  10) TASK:

  Slogan attacking: "To obtain 10 or you happen more without losing the ball".

  Slogan defending: "To intercept you happen, but each two you happen is not possible to be marking the same attacker, but who is due to change of opponent"

  This variant favors:

  • The continuity of passes and the possession of the ball.
  • It asks for the defensive activity.

  11) TASK:

  Slogan attacking: "To give 10 or you happen more, but it is not possible to be happened to who happened to me".

  Slogan defending: "To intercept you happen".

  Other alternative variants to this task are:

  • Not to happen to the previous one that it happened to me.
  • Not to happen to both previous that they had the ball

  This variant favors:

  • The selection of happens.

  12) TASK:

  Slogan attacking: "To give 10 or you happen more; but they will have to be you pass in boat looking for the line of happens ".

  Defending slogans: "To intercept you happen"

  This variant favors:

  • Search of line of happens.

  13) TASK:

  Slogan attacking: "To give 10 or you happen more, but without happening to the same color of the companion who happened to me". (the 6 players with the ball will dress petos different color: Between 4 and 6 different colors)

  Slogan defending: "To intercept you happen" (the defenders of the same color)

  This variant favors:

  • The visual discrimination
  • The selection of happens

  14) TASK:

  This variant we can denominate it the three fronts. Three equipment is organized.

  Slogan attacking A: "To give 10 or you happen more without being touched the player with the ball, and without losing the possession of the same one".

  Slogan defending: "To intercept you happen and to touch to the player with the ball".

  Slogan attacking B: "Group of players without ball, who try to cut trajectories of displacement to defenders who try to touch to the attackers. They collaborate with attackers A ".

  This variant favors:

  • The continuity and selection of happen
  • The marcaje distance.
  • The initiation to the basic conduct of the blockade (to cut trajectories).

  Observation: This proposal, can be combined previously with other defined variants. (not to happen to who happened to me, not to pass in the same direction line)

  B. VARIANTS IN COMBINACION:

  Next we propose some variants, of all those that can arise to combine the variants in alternancia previously seen.

  15) TASK:

  Slogan attacking: "To give 10 either the more you happen; but who cannot be happened to happened to me (Person), nor in the same direction of she happens previous (Line)"

  Slogan defending: "To try to touch to the player with the ball".

  16) TASK:

  Slogan attacking: "To give 10 or you happen more without being touched the player with ball, and in addition; who cannot be happened to happened to me (Person), nor in the same direction of she passes anterior:largo-wide-diagonal (Line), nor to the same zone that happened to me (Space) ".

  Slogan defending: ‘To try to touch to the player with the ball’.

  Thus we could create different alternatives from variants in combination based on a concrete intentionality. Until the moment we have seen variant at which the proposals were centered in making "the basic sequence of construction of game attacks" (To move without ball to receive - Desmarcarse..…To receive the ball……To move with ball to pass...…Pasar to a companion.....) and the "Sequence def. to avoid continuity possession ball" (Marcaje of proximity or distance - distances marcaje-…..Desplazamiento to on time arrive to avoid reception, happens, to dissuade, to press, to progresión.interceptar…)

  But now, we will add the conclusion with launching; the one that we will define as "basic Sequence of conclusion attacks". On the other hand, at defensive level the action is added to avoid the launching. This way one looks for To construct to + Finalizar game with permanent intentionalities (in function slogans). Being the main intentionality to manage to send to basket-porteri'a at the end of: The 1ª sequence of 10 you happen, or to the 2ª sequence of 10 you happen (20 you happen).

  17) TASK:

  Slogan attacking: "To give 10 either the more you happen without losing the ball; but it passes nº 10 it must receive the player who received passes nº 3 or 7, and send from the left end ".

  Slogan defending: "To try to intercept it happens and simultaneously to avoid that the player who received passes nº to 3 o/y nº 7 does not receive the 10º to send".

  BIBLIOGRAFIA:

  ANTON, J.L. (1990): Handball: Foundations and Stages of the Learning. Gymnos. Madrid.

  BAYER, C. (1986): The education of the collective games dep.. Hispanic-European. Barcelona.

  BLAZQUEZ, D. (1986): Initiation to the equipment sports. Martinez Rock. Barcelona.

  HIM BOULCH, J. (1991): Educative sport. Paidós. Barcelona.

  MARIOT, J. (1995): Handball: From the school to the sport associations. Agonos. Lérida.

  MOSSTON, M. and ASHWORTH, S.(1993): The education of the physical education. Hispanic European. Barcelona