Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball

María G. Gamero, Juan M. García-Ceberino, Sergio J. Ibáñez and Sebastián Feu
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María G. Gamero: Optimisation of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
Juan M. García-Ceberino: Optimisation of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
Sergio J. Ibáñez: Optimisation of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
Sebastián Feu: Optimisation of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain

IJERPH, 2021, vol. 18, issue 22, 1-18

Abstract: The methodology used by the teacher in Physical Education sessions conditions the physical fitness of the students, since the design of the tasks determines the physical and physiological demands to which they are exposed. This study aimed to quantify and compare, according to the teaching methodology and students’ previous experience, the external (eTL) and internal (iTL) load resulting from the application of three intervention programmes that follow different teaching methodologies to teach school basketball: the Tactical Games Approach (TGA), Direct Instruction (DI) and Service Teacher’s Basketball Unit (STBU). The Ratings of Perceived Exertion (RPEs) recorded in the assessments (pre-test/post-test) were also studied. A total of 49 students, aged 11 to 12 and divided into three class groups, from the sixth grade of primary education at a state school in Spain, participated in the study. Teaching–learning programs were randomly assigned to student 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 during the sessions, the students who followed the TGA method recorded higher values of eTL (player load; DI = 4.92, TGA = 6.95, STBU = 2.99) and iTL (mean heart rate; DI = 142.94, TGA = 157.12, STBU = 143.98). In addition, during the evaluation tests, they presented heart rate levels similar to those obtained by the students in the other programmes. However, they spent more time doing high-intensity activity, working longer in the running (DI = 3.42, TGA = 11.26, STBU = 8.32) and sprinting speed ranges (DI = 0.00, TGA = 0.12, STBU = 0.11), and presenting better physical fitness. During the assessments, students with no prior basketball experience showed higher levels of top speed; experienced students had higher levels of heart rate. The TGA method favours the physical condition and health of primary education students, which is why this method is recommended when planning Physical Education sessions.

Keywords: physical–physiological demand; methodology; physical education; basketball; inertial device (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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