Desenvolvimento do conhecimento tático declarativo e processual no processo de ensino-aprendizagem-treinamento do voleibol escolar

Abstract

The present study if justifies and aims to investigate the differences betweenthe methods of traditional and situational teaching in the development of thedeclarative and procedural tactical knowledge in the sessions of volleyball training,as well as to observe which the possible order of emergence of those methods thatcould influence this development positively. The sample was composed by 36students, of the masculine gender of the age group from 12 to 14 years old, being 22of these, enrolled in the school teams of volleyball and 14 students, frequent in thePhysical Education classes but they didn't practice the modality volleyball. For theaccomplishment of this study they were designated for each group a process ofdifferent teaching-learning-training, the learning process began for the GE1 with themethodology situational, while the GE2 with the traditional methodology and at theend of 15 sessions the method is inverted. To confirm the execution of the proposedmethod it was accomplished the protocol of systematic was ranked and classifiedusing the protocol developed by Stefanello (1999). In order to evaluate of theathletes' CTP the test was used KORA (Evaluation Guided through the Concept)developed by Memmert (2002) according to the tactical parameter to recognizespaces " (RE) and for the evaluation of CTD the test of declarative tactical knowledgewas used in situation of net attack validated by Paula (2001). The results allowed thefollowing conclusions. The three groups (GE1, GE2 and GC) in the pre-teststatistically the same result initial presented p>0, 05 CTD (0,079) and CTP divergent(0,838) and convergent (0,720). Mann-Whitney Whitney's test for evaluation ofMethod Situational´s effect in 15 applied training sessions to the GE1, didn't findsignificant differences in CTD (p=0.7024). On the other hand, in CTP, statisticalsignificance was observed, because in both cases, convergent (0, 0027) anddivergent (0, 0165), the obtained p-value was inferior to 0.05. When analyzed 15initial sessions of the GE2 it presented different results in the pre-test and pos-test 1being like this, it is ended that the traditional method didn't occasion effect in thelearning of CTD (0,6499) and convergent CTP (0,9346) and divergent (0,5933). Tocomparison of the effect of the evolution of the teams pos-training, is necessary toevaluate then, the results of the test of Kruskal-Wallis obtained in the Pos-test 1 CTD(0,073), convergent CTP (0,001) divergent (0,015) and Pos-test 2 CTD (0,360),convergent CTP (0,000) divergent (0,044). In consequence of those results, it issuggested that the sequence of applied trainings to the GE1 (method situational andsoon after traditional method) it caused in a better acting, once the 03 groups were ina same initial landing proven by the results in the pre-tests.