Relationship between the pedagogical variables of coaching a mini-basketball team

• Cañadas, Maria ^[1] ; Parejo, Isabel ^[2] ; Ibañez, Sergio Jose ^[2] ; Garcia, Javier ^[2] ; Feu, Sebastian ^[2]
  1. [1] Universidad de Murcia

     Universidad de Murcia

     Murcia, España

     
  2. [2] Universidad de Extremadura

     Universidad de Extremadura

     Badajoz, España

     
• Localización: Revista de psicología del deporte, ISSN-e 1988-5636, ISSN 1132-239X, Vol. 18, Nº 3, 2009 (Ejemplar dedicado a: Suplemento 1. Congreso Ibérico de Baloncesto), págs. 319-323
• Idioma: inglés
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• Resumen

  • This study arises from the importance of analyzing the coaching process and knowing how to coach in the first stages of sports initiation. The purpose of this study was to analyze how a basketball coach establishes teaching the game phases in youth categories, through the relationship between the pedagogical variables that define each of the coaching tasks. A total of 452 tasks, organized in 80 training sessions that were planned by a coach of mini-basketball (10-11 year-olds) from the 2004-2005 season were analyzed. After a descriptive analysis of the game phase variable, a non-parametric inferential analysis (chi-square and contingency coefficient) was carried out to study the relationships between the variables of the study (game phase, game situation, type of content, and content). The results make clear that for the coach that was analyzed, there is a disproportionate amount of work done on phases of offense to the detriment of defensive work. The aspects of the attack that are developed most are those without opposition, 1-on-0 (RAS=9.7) and to a lesser degree 1-on-1 (RAS=-10.7), although the opposite happens in the case of defensive fundamentals, 1-on-0 (RAS=-5.4) and 1-on-1 (RAS=12.3). A higher proportion of tasks without opposition, 1-on-0, were planned to work on individual offense technique (RAS=15.7), such as shooting.The analysis of the coaching process provides much information when generating sport teaching principles. The results have an important practical application, and they facilitate the process of continuing education and reflection on coaches' actions.

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