Study of the pedagogical variables of basketball tasks by game phase

Abstract

The study of task planning has become one of the emerging research lines within the field of Sports Pedagogy. Therefore, the objective of this study was to analyze the pedagogical variables of tasks designed by pre-service teachers for teaching school basketball, based on the phase of the game. A total of 283 tasks designed by six pre-service teachers were coded through the Integral System for Training Tasks Analysis. The pedagogical variables classified by this system were analyzed as follows: game situation, session section, type of content, specific content, teaching medium, level of opposition, type of participation, and feedback. A descriptive and inferential analysis were carried out using Chi-Square, Cramer's V, and the Adjusted Standardized Residuals statistical tests. The results show the existence of statistically significant differences (p<0,05) in the design of tasks for each game phase with respect to their pedagogical variables, except in the variable of type of content II, because this variable is only categorized when working on mixed game phases. Therefore, pre-service teachers use different categories of pedagogical variables depending on the phase of play they want to work on, this difference being more significant in the specific content variable (Vc=0,831; p=0,000).