Pedagogía no lineal en balonmano. Defensa zonal de una y dos líneas en partidos reducidos (Non-linear pedagogy in handball. One and two lines zone defence in small-sided games)

Abstract

La pedagogía no lineal presenta diferencias importantes respecto a los modelos de enseñanza tradicionalmente empleados en balonmano. La ausencia de investigaciones sobre el proceso de enseñanza-aprendizaje en balonmano desde la pedagogía no lineal motivó el presente trabajo. El objetivo fue conocer la influencia ejercida por dos constreñimientos introducidos en una tarea: defensa zonal de una línea (LI1) y defensa zonal de dos líneas con defensor avanzado (LI2), en los comportamientos, ofensivos y defensivos, realizados por jugadores de balonmano. Estos constreñimientos, representativos de los sistemas defensivos más utilizados en balonmano, se aplicaron en la disputa de 16 partidos reducidos, durante las ocho sesiones en las que se desarrolló el estudio. Se utilizó un diseño observacional puntual/nomomético/multidimendional para registrar los comportamientos de 14 jugadores (M=14.6 años y SD=0.4) de categoría cadete masculino, que se dividieron en dos grupos para la disputa de los partidos. El análisis de coordenadas polares permitió conocer la influencia ejercida por ambos constreñimientos a nivel general, analizando los comportamientos de ambos equipos conjuntamente y, también, de manera específica para cada equipo. Así, se encontraron relaciones significativas de activación mutua entre: (1) LI1 y fijación impar, lanzamiento en penetración, lanzamiento a distancia, bloqueo, cambio de oponente, ayudas y contrabloqueo; y (2) entre LI2 y desmarques, deslizamiento e interceptación. Conocer la influencia ejercida por los constreñimientos aplicados en las tareas (comportamientos que facilitan e inhiben) es clave en la aplicación de la pedagogía no lineal, de esta manera se podrán seleccionar aquellos que ayuden a conseguir los objetivos propuestos.  Abstract. Non-linear pedagogy presents important differences regarding the teaching approaches traditionally used in handball. The absence of research that addresses the teaching-learning process in handball from nonlinear pedagogy motivated the present work. The objective was to analyse the influence of certain task constraints: zonal defense of one line (LI1) and zonal defense of two lines with advanced defender (LI2), in the behaviour patterns, offensive and defensive ones, performed by handball players. These constraints, representative of the most used defensive handball systems, were applied in 16 small-sided games, during the eight sessions in which the study was developed. A nomothetic/punctual/monitoring observational design was used to register the behaviours performed by 14 players (M = 14.6 years and SD = 0.4), members of a team that competes in the male cadet category, who were divided into two groups for the matches. The analysis of polar coordinates allowed to know the influence exerted by both constraints at a general level, analyzing jointly the behaviors of both teams and, also, specifically for each team. Thus, significant relationships of mutual activation were found between: (1) LI1 and odd fixation, penetration throw, distance throw, block, opponent change, assist and counter block; and (2) between LI2 and uncheck, slip and intercept. Knowing the influence exerted by the task constraints (behaviors that facilitate and inhibit) is key in the application of non-linear pedagogy, in this way those that help to achieve the proposed objectives can be selected.Abstract. Non-linear pedagogy presents important differences regarding the teaching approaches traditionally used in handball. The absence of research that addresses the teaching-learning process in handball from nonlinear pedagogy motivated the present work. The objective was to analyse the influence of certain task constraints: zonal defense of one line (LI1) and zonal defense of two lines with advanced defender (LI2), in the behaviour patterns, offensive and defensive ones, performed by handball players. These constraints, representative of the most used defensive handball systems, were applied in 16 small-sided games, during the eight sessions in which the study was developed. A nomothetic/punctual/monitoring observational design was used to register the behaviours performed by 14 players (M = 14.6 years and SD = 0.4), members of a team that competes in the male cadet category, who were divided into two groups for the matches. The analysis of polar coordinates allowed to know the influence exerted by both constraints at a general level, analyzing jointly the behaviors of both teams and, also, specifically for each team. Thus, significant relationships of mutual activation were found between: (1) LI1 and odd fixation, penetration throw, distance throw, block, opponent change, assist and counter block; and (2) between LI2 and uncheck, slip and intercept. Knowing the influence exerted by the task constraints (behaviors that facilitate and inhibit) is key in the application of non-linear pedagogy, in this way those that help to achieve the proposed objectives can be selected.Resumo. A pedagogia não linear apresenta diferenças importantes com relação aos modelos de ensino tradicionalmente utilizados no handebol. A ausência de pesquisas sobre o processo ensino-aprendizagem em handebol a partir de uma pedagogia não linear motivou o presente trabalho. O objetivo era conhecer a influência exercida por dois constrangimentos introduzidos numa tarefa: defesa zonal de uma linha (LI1) e defesa zonal de duas linhas com defesa avançado (LI2), sobre os comportamentos ofensivos e defensivos dos jogadores de andebol. Essas restrições, representativas dos sistemas defensivos mais utilizados no handebol, foram aplicadas na disputa de 16 partidas reduzidas, durante as oito sessões em que o estudo foi desenvolvido. Um desenho observacional pontual / nomométrico / multidimensional foi utilizado para registrar os comportamentos de 14 jogadores (M = 14,6 anos e DP = 0,4) da categoria cadete masculino, que foram divididos em dois grupos para a disputa das partidas. A análise das coordenadas polares permitiu conhecer a influência exercida por ambos os constrangimentos a um nível geral, analisando os comportamentos de ambas as equipas em conjunto e, também, especificamente para cada equipa. Assim, foram encontradas relações de ativação mútua significativas entre: (1) LI1 e fixação ímpar, lance de penetração, lance de distância, bloqueio, troca de oponente, ajuda e contra-bloqueio; e (2) entre LI2 e desmarcação, deslizamento e interceptação. Conhecer a influência exercida pelos constrangimentos aplicados às tarefas (comportamentos que facilitam e inibem) é fundamental na aplicação da pedagogia não linear, desta forma podem ser selecionados aqueles que ajudam a atingir os objetivos propostos.