The Effects of Play Area Size as Task Constraints on Soccer Pass Skills
The Effects of Play Area Size as Task Constraints on Soccer Pass Skills
复制标题
比赛区域大小作为任务约束对足球传球技巧的影响
DOI：
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发表时间：
2008
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影响因子：
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通讯作者：
M. Nakayama
中科院分区：
文献类型：
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作者：
M. Nakayama
足球教练的一个作用是为球员的更好表现设置练习任务。足球训练任务涵盖了许多内容和方法。然而，由于以下原因，对许多教练来说，有效地提高运动员的训练任务并不容易：对于同一训练任务，有各种各样的运动员参与其中（即体格，技术水平）和各种任务条件（即空间大小，比赛限制，如1-touch比赛），这可能会在表演的方面和质量上带来很大的差异。最近关于技能学习的研究考察了利用约束（即有机体、环境、任务）和学习者之间的相互作用促进学习（威廉姆斯和霍奇斯，2005）。器官约束包括结构约束（如身高和体重）和功能约束（如大脑中突触并置的强度、认知、动机和情感）。环境约束是运动过程中的自然重力、温度、声音和光线。任务约束是任务的目标和包括在任务中的规则。一般认为，了解个体器官特征、设计环境和设计任务可以让学习者无意识地挖掘出偏好的行为（纽韦尔，1986）。威廉姆斯（2003）断言，足球教练，通过操纵这些约束，应该试图产生的实践过程和比赛的情况下，球员自己可以找到和学习所需的发挥没有任何指示的教练。同样地，中山（2004）也提到，日本足球协会也强调了教练的重要性，即在训练中，教练应该设计情境，控制球员的数量、规则和教练的球分配，并明确应培养的技能。此外，Araújo等人，（2005）研究了根据足球的质量作为一个任务约束的学习效果的差异，以及通过使用约束的练习任务来学习球类比赛中的决策能力的效果。Button等人，（2005）已经报道了通过任务限制、踢的准确性和速度来改变踢的运动，这是不同的实验点。因此，任务约束可以作为一个有用的游戏区域大小作为任务约束对足球传球技能的影响
One role of soccer coaches is to set up practice tasks for better performance of players. Soccer practice tasks cover many contents and methods. Composing practice tasks effective for improvement of players, however, is not easy for many coaches because of the following reasons: for the same practice task, there are a variety of players who are engaged in it (i.e. physique, skill level) and a variety of task conditions (i.e. size of space, play constraints such as 1-touch play), which might bring great difference in aspect and quality of performed plays. Recent studies on skill learning have examined promotion of learning using interaction between constraints (i.e. organism, environment, tasks) and learners (Williams & Hodges, 2005). Organismic constraints include both structural constraints such as height and weight and functional constraints such as strength of synaptic apposition in brain, cognition, motivation, and emotion. Environmental constraints are natural gravity, temperature, sound and light during exercising. Task constraints are targets of tasks and rules included in the tasks. It is considered that understanding individual organismic characteristics, designing environment, and devising tasks can let learners unconsciously tap out preferred behaviors (Newell, 1986). Williams (2003) asserts that a soccer coach, by manipulating these constraints, should attempt to produce practice process and game situations so that players themselves can fi nd and learn desired plays without any instructions from the coach. Similarly, as Nakayama (2004) mentioned, the Japan Foootball Association promotes the importance of coaching, in which a coach should devise situation settings, control the number of players, rules, and ball distribution from the coach in practice, and clarify skills to be developed. Further, Araújo, et al., (2005) examined differences in learning effect according to the quality of soccer ball as one task constraint as well as effect of learning decision making ability in ball games through practice tasks using the constraints. Button, et al., (2005) have reported change of kicking movement by task constraints, accuracy and speed at kicking, which were different emphatic points. In this way, task constraints can be a useful The Effects of Play Area Size as Task Constraints on Soccer Pass Skills