Evaluación de las dimensiones relacional, emocional y física de jóvenes jugadores durante los juegos de pillar

  1. Gaztelu-Folla, Ioritz 1
  2. Gonzalez-Artetxe, Asier 2
  3. Vélaz-Lorente, Íñigo 1
  4. Los Arcos, Asier 3
  1. 1 Department of Physical Education and Sport, Euskal Herriko Unibertsitatea / Universidad del País Vasco, Vitoria-Gasteiz, Spain
  2. 2 Department of Musical, Visual Arts and Physical Education Didactics, University of the Basque Country UPV/EHU, Vitoria-Gasteiz, Spain
  3. 3 Society, Sports and Physical Exercise Research Group (GIKAFIT). Department of Physical Education and Sport, University of the Basque Country UPV/EHU, Spain
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Revista:
Cuadernos de psicología del deporte

ISSN: 1578-8423,  1989-5879

Año de publicación: 2022

Título del ejemplar: CPD2(2022); I-II

Volumen: 22

Número: 2

Páginas: 203-220

Tipo: Artículo

DOI: 10.6018/CPD.508561 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: Cuadernos de psicología del deporte

Resumen

Gran parte de los juegos de pillar presentan comunicaciones motrices inestables entre los jugadores, es decir, la comunicación motriz (i.e. interacciones de cooperación, oposición o neutras) varía durante el juego debido al cambio de rol. El punto de vista holístico posibilita una valoración más completa de la experiencia de los jugadores durante el juego tradicional de pillar. Por lo tanto, los objetivos del estudio fueron presentar y emplear una propuesta para valorar las dimensiones relacional, emocional y física de jóvenes jugadores durante un juego motor. Veintidós jóvenes jugadores participaron en el estudio. Los jugadores jugaron a una modificación del juego de pillar durante 10 minutos. La dimensión relacional fue evaluada mediante la metodología observacional, analizando las contra-comunicaciones entre el que la lleva y el jugador contra-comunicado. La dimensión emocional fue evaluada mediante la escala BECS de disfrute y competencia percibida. La evaluación de la dimensión física fue realizada diferenciando los roles motrices mediante la medición de la Distancia Total recorrida por segundo. El análisis relacional aportó pistas sobre las relaciones sociales del grupo de participantes. Los altos niveles de disfrute (4.4 ± 0.6) y competencia percibida (4.0 ± 0.6) declarados por los jugadores sugieren el uso del juego tradicional de pillar durante las sesiones de Educación Física y de entrenamiento deportivo. El que la lleva recorrió una distancia significativamente mayor que el resto de los jugadores (p= .00; Tamaño del Efecto= 1.53 – 2.76), sugiriendo que la valoración de la dimensión física debería ser llevada a cabo diferenciando los roles motrices. La evaluación de la experiencia de los jóvenes jugadores durante los juegos motores desde un punto de vista holístico y diferenciando por roles podría ayudar a optimizar la intervención pedagógica.

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