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

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 methodolo...

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Autores principales:	María G. Gamero, Juan M. García-Ceberino, Sergio J. Ibáñez, Sebastián Feu
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	physical–physiological demand methodology physical education basketball inertial device Medicine R
Acceso en línea:	https://doaj.org/article/0929010fdca94727927f7d9c86f0b1d0
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spelling	oai:doaj.org-article:0929010fdca94727927f7d9c86f0b1d02021-11-25T17:48:56ZInfluence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball10.3390/ijerph1822118541660-46011661-7827https://doaj.org/article/0929010fdca94727927f7d9c86f0b1d02021-11-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/22/11854https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601The 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.María G. GameroJuan M. García-CeberinoSergio J. IbáñezSebastián FeuMDPI AGarticlephysical–physiological demandmethodologyphysical educationbasketballinertial deviceMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 11854, p 11854 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	physical–physiological demand methodology physical education basketball inertial device Medicine R
spellingShingle	physical–physiological demand methodology physical education basketball inertial device Medicine R María G. Gamero Juan M. García-Ceberino Sergio J. Ibáñez Sebastián Feu Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball
description	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.
format	article
author	María G. Gamero Juan M. García-Ceberino Sergio J. Ibáñez Sebastián Feu
author_facet	María G. Gamero Juan M. García-Ceberino Sergio J. Ibáñez Sebastián Feu
author_sort	María G. Gamero
title	Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball
title_short	Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball
title_full	Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball
title_fullStr	Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball
title_full_unstemmed	Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball
title_sort	influence of the pedagogical model and experience on the internal and external task load in school basketball
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/0929010fdca94727927f7d9c86f0b1d0
work_keys_str_mv	AT mariaggamero influenceofthepedagogicalmodelandexperienceontheinternalandexternaltaskloadinschoolbasketball AT juanmgarciaceberino influenceofthepedagogicalmodelandexperienceontheinternalandexternaltaskloadinschoolbasketball AT sergiojibanez influenceofthepedagogicalmodelandexperienceontheinternalandexternaltaskloadinschoolbasketball AT sebastianfeu influenceofthepedagogicalmodelandexperienceontheinternalandexternaltaskloadinschoolbasketball
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Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball

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