Effects of the Comprehensive and Technical Models of Sports Teaching in Secondary School Students.
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Abstract
The aim of this study was to determine the effects of different teaching methodologies (comprehensive vs. technical), developed during a unit of ultimate frisbee, on the physical demands, technical–tactical variables, game performance and physical fitness of secondary school children. Forty-seven students were divided into two groups: Comprehensive Teaching Group (CTG; n = 25, Age: 14.5 ± 0.5 years) and Technical Teaching Group (TTG; n = 22, Age: 14.9 ± 0.8 years). The teaching models (CTG vs. TTG) were composed of 8 sessions of 55 min. Physical fitness was developed with the Alpha-Fitness method, while physical variables were analysed using GPS; the technical and tactical variables performed during the matches were recorded using Full-HD video cameras. The results showed that the CTG students had greater mean speed (p < 0.001), mean heart rate (p = 0.006) and covered more total distance/time (p < 0.001) than the TTG students during sessions. After the intervention, the CTG students showed greater values in good passes (p = 0.001), good catches (p = 0.001), good decisions (p = 0.002) and game performance (p < 0.001), while the TTG students only showed higher values in game performance (p = 0.039). In conclusion, the comprehensive teaching model is shown to be an effective pedagogical option to learn ultimate frisbee because the students achieved a higher overall development in the physical demands expressed in the sessions and in the management of the technical–tactical actions in the offensive and defensive phases of the ultimate frisbee game.