Juan Granda Vera

Match demands of professional Futsal: A case study

Despite its popularity and competitive status there have been only few scientific studies that have examined Futsal in professional players. Consequently the aim of this study was to examine the physiological responses and activity pattern to Futsal simulated game-play in professional players. Eight full-time professional outfield Futsal players volunteered for this study: age 22.4 (95% CI 18.8-25.3) years, body mass 75.4 (60-91) kg, height 1.77 (1.59-1.95) m and VO2max 64.8 (53.8-75.8) ml kg(-1) min(-1). Physiological measurements were assessed during highly competitive training games (4x10-min quarters) and consisted of game VO2, game blood-lactate concentration ([la](b)) and game heart rates (HRs). Game activities were assessed using a computerised video-analysis system. During simulated game-play players attained 75% (59-92) and 90% (84-96) of VO2max and HR(max), respectively. Mean game VO2 was 48.6 (40.1-57.1) ml kg(-1) min(-1). Peak game VO2 and HRs were 99% (88-109) and 98% [90-106] of laboratory maximal values, respectively. Players spent 46 and 52% of the playing time at exercise intensities higher than 80 and 90% of VO2max and HR(max), respectively. Mean [la](b) was 5.3 (1.1-10.4) mmol l(-1). Players covered 121 (105-137) m min(-1) and 5% (1-11) and 12% (3.8-19.5) of playing time spent performing sprinting and high-intensity running, respectively. On average players performed a sprint every approximately 79 s during play. These results show that Futsal played at professional level is a high-intensity exercise heavily taxing the aerobic and anaerobic pathways.

Practice Schedule and Acquisition, Retention, and Transfer of a Throwing Task in 6-YR.-Old Children

Earlier studies have raised questions about the usefulness of variable and random practice in learning motor tasks so this study was designed to investigate the effects of contextual interference in young children, and specifically to evaluate the effectiveness of variable or random practice structure in 6-yr.-old boys and girls. Participants on a variable practice schedule showed better performances than those on a blocked schedule. The differences between the two groups were significant in the acquisition, retention, and transfer phases. These results support the hypothesis that contextual interference enhances skill learning. Because the study involved groups of young children in the setting of their normally scheduled physical education class, the practical applications of the results are evident.

Effects of Different Practice Conditions on Acquisition, Retention, and Transfer of Soccer Skills by 9-Year-Old Schoolchildren

This study was designed to examine effects of three practice models, blocked, variable, and combined, on the acquisition, retention, and transfer of new motor skills. 67 subjects (M age = 9.5 yr., SD = 3) from the fourth year of primary school (31 boys and 26 girls) were assigned at random to three different practice groups (Blocked = 22, Variable = 23, Combined = 22) to study acquisition of two skills, dribbling a soccer ball and kicking a soccer ball at a stationary target using the dominant foot. All participants received a pretest and posttest, a transfer test, and a retention test 2 wk. later. Analysis showed significant improvement after practice of kicking skills by the three groups but not in the dribbling skills, for which only the combined practice group showed any notable improvement. At the end of acquisition, the combined practice group had significantly better performance on the dribbling task than the other two groups. However, the only differences noted in performance of kicking the ball with the dominant foot were by combined practice and blocked groups.

Improving spatial perception in 5-yr.-old Spanish children.

Assimilation of distance perception was studied in 70 Spanish primary school children. This assimilation involves the generation of projective images which are acquired through two mechanisms. One mechanism is spatial perception, wherein perceptual processes develop ensuring successful immersion in space and the acquisition of visual cues which a person may use to interpret images seen in the distance. The other mechanism is movement through space so that these images are produced. The present study evaluated the influence on improvements in spatial perception of using increasingly larger spaces for training sessions within a motor skills program. Visual parameters were measured in relation to the capture and tracking of moving objects or ocular motility and speed of detection or visual reaction time. Analysis showed that for the group trained in increasingly larger spaces, ocular motility and visual reaction time were significantly improved during different phases of the program.

LAS TAREAS DE APRENDIZAJE Y LA ORGANIZACIÓN DE LA PRÁCTICA COMO VARIABLES MEDIADORAS DEL APRENDIZAJE. UN ESTUDIO DE CASO EN EDUCACIÓN FÍSICA

La practica es senalada como una de las variables claves en el aprendizaje motor infantil. A lo largo del presente articulo se abordan dos cuestiones de gran trascendencia en el aprendizaje de nuevas habilidades y/o conocimientos. Por un lado, se destaca la forma en que la practica es organizada y el efecto que dicha organizacion tiene en su nivel de desempeno motor. Por otro lado, se intenta poner de manifiesto el tipo de estrategias utilizadas por los alumnos en la resolucion de las tareas problema que se les presenta en el proceso de ensenanza-aprendizaje, para que los alumnos puedan alcanzar las citadas habilidades y/o conocimientos en el area de la motricidad. Por ultimo, se analizan las posibles diferencias existentes en virtud del genero de los participantes en el estudio en los niveles de desempeno mostrado y en el tipo de estrategias utilizadas.