Fernando Del Villar

Expert-novice differences in cognitive and execution skills during tennis competition.

This study deals with decision and execution behavior of tennis players during competition. The study is based on the expert-novice paradigm and aims to identify differences between both groups in the decision-making and execution variables in serve and shot actions in tennis. Six expert players (elite Spanish tennis players) and six novice players (grade school tennis players) took part in this study. To carry out this study, the observation protocol defined by McPherson and Thomas in 1989, in which control, decision-making and execution variables were included, was used, where it was applied to the performance of the tennis player in a real match situation. In the analysis, significant differences between experts and novices in decision-making and execution variables are found wherein it can be observed that experts display a greater ability to make the appropriate decisions, selecting the most tactical responses to put pressure on the opponent. Expert tennis players were also able to carry out forceful executions to their opponent with greater efficiency, making the opponents response to a large extent more difficult. These findings are in accordance with those of McPherson and colleagues.

Effects of Decision Training on Decision Making and Performance in Young Tennis Players: An Applied Research

This study examined the effectiveness of a 10-week decision training program on decision making and performance in tennis. Decision training was based on the analysis combining tactical questioning and video feedback about players own actions. A quasi-experimental design with intermediate tennis players (control group, n = 6; experimental group, n = 5) was developed over 18 weeks, divided into 3 phases: preintervention, postintervention, and retention. A total of 13,383 game play actions were analyzed to test differences. Experimental group improves significantly decision making and performance and maintained improvements during the retention phase. Video feedback combined with questioning is recommended to achieve sport expertise.

Analysis of Declarative and Procedural Knowledge in Volleyball According to the Level of Practice and Players' Age:

The main objective of the research was to analyse the cognitive expertise of volleyball players, according to their level of practice and age, as well as to verify the existing difference in the knowledge of individuals of the same age but with different levels of practice. The study sample was comprised of 535 individuals ages 12 to 16 years. The independent variables were the level of practice, i.e., playing category in training and in competition (Under-14 and Under-16), and the age. The dependent variables were declarative knowledge and procedural knowledge. An analysis of variance was performed to examine the influence of the level of practice on the declarative knowledge and procedural knowledge of the volleyball players in training stages. There were significant differences both in declarative knowledge and in procedural knowledge according to level of practice. Significant differences were also observed between consecutive ages at different levels of practice. These results show that the level of practice in training and competition is a more relevant factor than the change of age in development of specific knowledge of the sport.

Analysis of the relationship between the amount of training and cognitive expertise. A study of young volleyball players.

Abstract Gil, A, Moreno, MP, Moreno, A, García-González, L, Claver, F, and Del Villar, F. Analysis of the relationship between the amount of training and cognitive expertise. A study of young volleyball players. J Strength Cond Res 27(3): 698–702, 2013—The main goal of this research was to analyze the relationship between the amount of practice accumulated in training and the level of cognitive expertise achieved by volleyball players who are still in training. Another goal was to determine the number of training hours per week needed to improve knowledge significantly. The studys sample was composed of 520 volleyball players between the ages of 12 and 16 years. The independent variable was the amount of training, defined as the number of weekly hours that the volleyball player devoted to training. The dependent variable was cognitive expertise, measured by declarative knowledge and procedural knowledge. A univariate analysis of variance was done to examine the relationship between the number of weekly hours and the declarative and procedural knowledge reached by volleyball players in the athletic formation training stages. Statistical significance was set at p < 0.05. There were significant differences in knowledge according to the number of weekly training hours (p < 0.001). These results confirm that there is a relationship between the quantity of practice and the development of cognitive expertise. It is recommended that young players dedicate at least 4 hours weekly to training to achieve a significant improvement in cognitive expertise.

Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education

The Teaching Games for Understanding (TGfU) and Sport Education (SE) pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher’s utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students’ perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active). A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of the sport to practice, and therefore greater enjoyment and to be physically active.

An Intervention Based on Video Feedback and Questioning to Improve Tactical Knowledge in Expert Female Volleyball Players

This study applied an intervention program, based on video feedback and questioning, to expert female volleyball players to improve their tactical knowledge. The sample consisted of eight female attackers (26 ± 2.6 years old) from the Spanish National Volleyball Team, who were divided into an experimental group (n = 4) and a control group (n = 4). The video feedback and questioning program applied in the study was developed over eight reflective sessions and consisted of three phases: viewing of the selected actions, self-analysis and reflection by the attacker, and joint player–coach analysis. The attackers were videotaped in an actual game and four clips (situations) of each of the attackers were chosen for each reflective session. Two of the clips showed a correct action by the attacker, and two showed an incorrect decision. Tactical knowledge was measured by problem representation with a verbal protocol. The members of the experimental group showed adaptations in long-term memory, significantly improving their tactical knowledge. With respect to conceptual content, there was an increase in the total number of conditions verbalized by the players; with respect to conceptual sophistication, there was an increase in the indication of appropriate conditions with two or more details; and finally, with respect to conceptual structure, there was an increase in the use of double or triple conceptual structures. The intervention program, based on video feedback and questioning, in addition to on-court training sessions of expert volleyball players, appears to improve the athletes’ tactical knowledge.

A Preliminary Study of the Effects of a Comprehensive Teaching Program, Based on Questioning, to Improve Tactical Actions in Young Footballers

The aim of this study was to analyze the effect of a comprehensive teaching program, based on questioning on decision making, and execution in football. The intervention program, based on teaching games for understanding model and including the application of questioning in a context of modified games, was applied during 21 training sessions. A quasi-experimental study with a prepost design with 18 male football players (M = 10.7 year, SD = 0.6) was developed over 18 weeks. Participants were divided into experimental group (n = 9) and control group (n = 9). A total of 1532 actions were observed (1120 passes and 412 dribbling). Results showed that after applying the intervention program, the players in the experimental group showed better decision making in the pass and dribbling actions, and better execution in the pass action, compared with the players from the control group. These results suggest that the application of questioning in a context of modified games must be taken into account to promote tactical training in young footballers and to improve their tactical behavior.

EFFECTIVENESS OF VIDEO FEEDBACK AND INTERACTIVE QUESTIONING IN IMPROVING TACTICAL KNOWLEDGE IN VOLLEYBALL.

The objective of the study was to develop and apply a tactical-cognitive training program based on the use of video feedback and questioning in real game time, in order to improve tactical knowledge in volleyball. A two-group quasi-experimental design was used with a sample of eight female players (M = 14.8yr., SD = 0.7), who were divided into an Experimental group (n = 4) and a Control group (n = 4). The independent variable was the tactical-cognitive training program, which was applied for 11 wk. in a 6 × 6 game situation training context. The dependent variable was tactical knowledge, which was measured by problem representation and strategy planning with a verbal protocol. The results showed that after applying the intervention program the players in the Experimental group showed more complex, sophisticated, and structured tactical knowledge, compared with the players from the Control group. These results suggest that complementing the training process with cognitive tools may enable athletes to increases their tactical behavior and presumably improve their performance.

The Impact of Nonlinear Pedagogy on Decision-Making and Execution in Youth Soccer Players According to Game Actions

Abstract The aim of this study was to analyze the effect of a teaching program, based on Non-Linear Pedagogy, on decision-making and performance in youth soccer players as a function of the type of play action. Our participants were 19 players from the U12 age category. The teaching program, which was based on the application of modified games characterized by a numerical superiority in attack, was used for 14 training sessions. This program was conducted in two phases (preparation-for-intervention and intervention). Decision-making and execution for pass and dribbling actions were evaluated through the Game Performance Evaluation Tool. The results showed significant differences in favour of the experimental group in decision-making (p < .000) and the execution of passes (p = .003) after the intervention. However, such differences were not found for dribbling (decision-making, p = .402 and execution, p = .143). These findings demonstrate the effectiveness of this type of program for teaching actions with a high tactical component, such as the pass, and a different approach must be considered in actions with a high technical component, such as dribbling. It is necessary to continue developing studies in this line to clarify these issues.

The Relative Age Effect on Soccer Players in Formative Stages with Different Sport Expertise Levels

Abstract The Relative Age Effect (RAE) in sport has been targeted by many research studies. The objective of this study was to analyze, in amateur clubs, the RAE of soccer players, according to the sport expertise level of the team (e.g., A, B, C and subsequent) that they belong to within the same game category. 1,098 soccer players in formative stages took part in the study, with ages varying between 6 and 18 years old (U8 to U19 categories). All of them were members of 4 Spanish federated clubs. The birth dates were classified into 4 quartiles (Q1 = Jan-Mar; Q2 = Apr-Jun; Q3 = Jul-Sept; Q4 = Oct-Dec)according to the team they belonged to. The results obtained in the chi-squared test and d value (effect size) revealed the existence of RAE in the teams with the highest expertise level, “A” (X2 = 15.342, p = .002, d = 0.4473) and “B” (X2 = 10.905, p = .012, d = 0.3657). However, in the lower level teams, “C and subsequent”, this effect was not observed. Present findings show that players born during the first months of the year tend to be selected to play in teams with a higher sport expertise level of each category, due to their physical maturity. Consequently, this causes differences in terms of the experience they accumulate and the motivation that this creates in these players.