Comparación metodología tradicional y comprensiva en la práctica del baloncesto

• Autores: Luis Conte Marín , Juan Antonio Moreno Murcia , Gabino Pérez, Damián Iglesias Gallego
• Localización: Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, ISSN-e 1577-0354, Vol. 13, Nº. 51, 2013, págs. 507-523
• Idioma: español
• Títulos paralelos:
  • Traditional and comprehensive comparison methodology in practice basketball
• Enlaces
  • Texto completo
• Dialnet Métricas: 12 Citas
• Resumen
  • español

    El objetivo de este estudio ha sido comparar la enseñanza del baloncesto según una metodología comprensiva y otra tradicional, sobre control del balón, toma de decisiones y la ejecución en situación real de juego, de las acciones de lanzamiento, bote y pase. La muestra era de 24 sujetos entre 8 y 11 años, con un año de experiencia en baloncesto y distribuidos en grupo control y experimental. Para valorar el rendimiento en situación real de juego se utilizó el protocolo desarrollado por French y Thomas (1987). Se realizó un MANOVA para comprobar si existían diferencias entre los grupos y una ANOVA de medidas repetidas para conocer si había cambios en las variables dependientes tras la intervención. El grupo de enseñanza comprensiva obtuvo mejores resultados que el de enseñanza tradicional en las tres variables analizadas.

  • English

    The aim of this study was to compare the teaching of basketball by means of an understanding methodology and a traditional one with regard to ball control, decision-making and execution in a real game situation in the field of shooting, dribbling and passing. The sample consisted of 24 subjects aged between 8 and 11 years with one year's experience in basketball, across a control group and an experimental group. To assess performance in a real game situation, we used the protocol developed by French and Thomas (1987). A MANOVA was conducted to check if there were differences between groups and an ANOVA of repeated measures to see if there were changes in the dependent variables after intervention. The understanding education group performed better than the traditional teaching group in the three analysed variables.

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