Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology
Quantification of Internal and External Load in School Football According to Gender and Teaching Methodology
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DOI：
10.3390/ijerph17010344
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发表时间：
2020-01-01
影响因子：
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通讯作者：
Ibanez, Sergio J.
中科院分区：
文献类型：
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作者：
Garcia-Ceberino, Juan M.;Antunez, Antonio;Ibanez, Sergio J.
教学任务的设计决定了学生在体育课上所接触到的身体和生理需求。本研究的目的是根据性别和教学方法，量化和比较采用两种不同的教学方法，即战术游戏教学法(TGA)和直接教学法(DI)来教授学校足球所产生的外部(ETL)和内部(ITL)负荷。评估中记录的感知劳累评分(RPEs)也被研究。来自西班牙一所公立学校的41名小学五年级学生(23名男孩和18名女孩)参加了这项研究，年龄从10岁到11岁(M+/-SD，10.63+/-0.49岁)，并分成两个班级组。所有的过程都由惯性设备进行监控，这使得记录身体活动并将信息转换为运动学参数成为可能。结果表明，遵循TGA方法的学生记录的ITL值(心率)更高，进行高强度活动的时间更长。男孩的ETL、ITL和RPE值高于女孩。在两次评估之间，RPE发生了变化，两组在后测中都表现出了更有效的RPE。TGA方法有利于学生的身体素质和健康，因此，在规划体育课时，推荐使用TGA方法。
The design of teaching tasks determines the physical and physiological demands that students are exposed to in physical education classes. The purpose of this study is to quantify and compare, according to gender and teaching methodology, the external (eTL) and internal (iTL) load resulting from the application of two programs that follow different teaching methodologies, i.e., a Tactical Games Approach (TGA) and Direct Instruction (DI), to teach school football. The Ratings of Perceived Exertion (RPEs) recorded in the assessments were also studied. A total of 41 students in the fifth year of primary education from a state school from Spain participated in the study (23 boys and 18 girls), aged from 10 to 11 (M +/- SD, 10.63 +/- 0.49 years) and divided into two class groups. All the sessions were monitored with inertial devices that made it possible to record physical activity and convert the information into kinematic parameters. The results indicated that the students who followed the TGA method recorded higher iTL values (heart rate) and spent more time performing high-intensity activities. Boys recorded higher eTL, iTL, and RPE values than girls. There was an evolution in the RPE between the assessments, with both groups presenting a more efficient RPE in the posttest. The TGA method favors student physical fitness and health, thus, this method is recommended when planning physical education sessions.