Abstract Aim: This study investigated the impact of a handball-teaching program through the understanding of the TGfU on motor coordination (MC) and technical skills of students. Methods: The sample consisted of 43 students of both genders, with a mean age of 14.3 years (± 0.46), divided into two groups, G1 - Teaching Games of Understanding (TGfU) and G2 - TGfU + MC, and both received 20 classes. We used the Körperkoordinationstest für Kinder (KTK) for the assessment of MC and the Game Performance Assessment Instrument (GPAI) for technical skills in handball. Results: The categorization confirmed the reliability of the application of teaching programs and the results showed that, after the intervention, both groups presented meaningful improvements in MC, considering time and gender effect. The female students presented a larger impact on MC in both teaching programs, while the male students obtained a larger impact in the technical skill execution index when received the TGfU + MC model. Still, the relative frequency for the classification of a good MC increased in both groups after the intervention, and the normal MC was the one with the highest frequency in both groups and genders after the proposed program. Conclusion: We concluded that the teaching program was able to provide meaningful improvements in MC considering both groups and that the proposal of the inclusion of specific MC elevated the impact of technical skills for male students.

Abstract Aim: To investigate the existence of relative age effect (RAE) in Brazilian water polo athletes according to sex and age category. Methods: The birthdate of 574 Brazilian water polo athletes were organized according to the athletes’ birthdates into quarters of the year (Q1, Q2, Q3, and Q4), and classified according to sex (male and female) and age category (U16, U18, U20, and senior). To verify the existence of RAE, the Chi-Square tests (χ2) were performed, and the effect sizes (ω) were calculated for each of the tests. We also calculated odds ratio (ORs) and 95% confidence intervals, setting the level of significance to 0.05. As post hoc analysis, multiple comparisons between quarters were performed, with Bonferroni's correction (significance level set to 0.0083 in these cases). Results: The results indicated an uneven distribution of birthdates for male water polo athletes (χ2 = 12.257; p = 0.007; ω = 0.173), with an overrepresentation of athletes born in the first (p < 0.006) and second (p < 0.002) quarters. When sex and age category were considered, male athletes presented uneven distributions in U20 (χ2 = 10.747; p = 0.013; ω = 0.345) and senior (χ2= 12.614; p = 0.006; ω = 0.383) categories. In females, no differences were found. Conclusion: We conclude that there is an uneven distribution of birthdates in male Brazilian water polo athletes, indicating the presence of RAE in this group.

RESUMO O estudo comparou o conhecimento tático declarativo (CTD) e processual (CTP) de atletas de basquetebol, considerando diferentes tempos de prática, categorias e a classificação na temporada esportiva de jogadoras de basquetebol. A amostra foi composta por 67 atletas do sexo feminino, com idade entre 12 e 17 anos (14,60±1,25), participantes da temporada estadual de 2018, nas categorias sub14 e sub17, para a avaliação do teste de CTD. Para o teste de CTP participaram duas equipes, sendo uma de cada categoria. Os dados foram analisados por meio da ANOVA de medidas repetidas, teste t de student e de correlação de Pearson e Kappa Cohen. Ao considerar os momentos da temporada, o CTD da categoria sub17 foi superior à sub14 no 1º e 2º momentos, com valor de significância de 0,003 e 0,001, respectivamente. Quanto à classificação, as equipes finalistas da temporada foram superiores no CTD em ambas as categorias nos 1º e 2º momentos. Não se encontrou correlação entre o CTD e CTP. Conclui-se que o tempo de prática não interferiu no nível de CTD e CTP, a categoria sub17 foi superior no CTD frente à sub14, exceto no 3º momento da temporada, e as equipes finalistas apresentaram melhor CTD.

ABSTRACT This study compared declarative (DTK) and processual tactical knowledge (PTK) of basketball athletes, considering different times of practice, categories, and their ranking in the season. The sample was composed of 67 female athletes, aged between 12 and 17 years old (14.60±1.25), participants in the U14 and U17 state season of 2018, in order to join the assessment of the DTK test. Concerning PTK, there were two teams, one of each category. We analyzed data through the two-way ANOVA, the T test, and Pearson and Cohen Kappa’s correlations. When considering the moments of the season, the DTK of U17 was higher than U14 during the first and second moments, with significance values of 0.003 and 0.001, respectively. Regarding their ranking, finalists were better at DTK in both categories during first and second moments. We did not find a correlation between DTK and PTK. We concluded that the time of practice did not interfere with the DTK or PTK levels, the U17 category was better at DTK facing U14, except at the third moment of the season, and finalists presented better DTK.

Resumo Este estudo teve o objetivo de validar o conteúdo dos itens de um instrumento de avaliação dos conteúdos substantivos, suas organizações e formas de prática e do feedback pedagógico para a natação por meio do coeficiente de validade de conteúdo (CVC). Esta análise se reteve ao polo teórico da validação de instrumentos, que gerou uma grelha de ocorrências sobre itens relativos ao conhecimento pedagógico de conteúdo do ensino e aprendizagem da natação. A amostra foi composta por três avaliadores, com experiência ativa de no mínimo 10 anos na área do ensino da natação que julgaram 31 itens quanto a concordância dos critérios de clareza da linguagem, pertinência prática, relevância teórica e da dimensão teórica. Seguindo o critério de concordância mínima aceitável para o CVCi?0,7 três itens da grelha foram excluídos, pois apresentaram resultados abaixo do esperado nos critérios pertinência prática e relevância teórica. Em seguida um novo CVCtotal foi mensurado, levando-se em consideração 28 itens restantes. Nos três critérios o CVCtotal foi satisfatório, demonstrando que os itens foram descritos de forma clara, que se adequam ao ensino e aprendizagem da natação e indicam estar de acordo com as competências que o professor deve ter sobre o conhecimento pedagógico no ensino desse esporte. Subdivididos nas dimensões de natureza da tarefa, organização e formas de prática e feedback pedagógico e suas subdimensiones objetivo, forma, direção e referencial, os 28 itens darão auxílio como meio pedagógico ao professor de natação quanto aos conteúdos aplicados, sua organização da prática e seus feedbacks.

Abstract This study aimed to validate the content of items regarding an instrument of assessment of substantive contents, its organization and forms of practice, and pedagogical feedback in swimming sessions by the use of the coefficient of content validity (CVC). This analysis encompass the validation of instruments in a theoretical way, which has generated a grid of occurrences on items related to pedagogical knowledge of teaching and learning contents in swimming sessions. Three examiners took part in the sample. The three of them hold active experience of at least ten years in the teaching of swimming and have assessed 31 items according to the agreement related to criteria of clarity of language, practical relevance, theoretical relevance, and dimension. According to the minimum accepted agreement for the CVCi?0.7, three items from the grid were excluded, for they presented results under the expected regarding practical and theoretical relevance. Then, a new CVCtotal was measured, considering the 28 remaining items. CVCtotal was satisfactory in the three criteria, which demonstrated that the items were described clearly, they are adequate for the teaching and learning of swimming, and indicate to be in compliance with the competences the coach must have on the pedagogical knowledge when it comes to swimming. Subdivided in the dimensions of: nature of the task, organization and types of practice, pedagogical feedback and its subdimensions (objective, type, direction, and reference), the 28 items will pedagogically assist the swimming coach as to contents, organization of practice, and feedback.

Resumo Objetivou-se estabelecer evidências de validade de conteúdo do Teste de Coordenação motora com bola (TCMB). Participaram como especialistas do processo de validação quatro professores doutores e ex-treinadores esportivos com experiência acadêmica na área da coordenação motora. Os especialistas avaliaram 4 tarefas motoras e atribuíram uma nota em uma escala tipo Likert de um a cinco pontos para os critérios de clareza de linguagem, pertinência prática e relevância teórica. Recorreu-se ao coeficiente de validade (CVC) para determinação do CVCc de cada tarefa e o CVCt para o instrumento como um todo, adotando como ponto de corte CVCc .70 e CVCt .80. Os resultados evidenciaram boa concordância dos especialistas quanto à “clareza de linguagem” (CVC= .89), “pertinência prática” (CVC= .81) e “relevância teórica” (CVC= .86). Para a “pertinência prática” das figuras e vídeos de execução das tarefas, observou-se CVCt de .86 e CVCt de .95, respectivamente. Quando solicitada a ordem de relevância das pressões coordenativas, a concordância entre avaliadores apresentou existência de ao menos quatro pressões coordenativas em cada tarefa e destas ao menos duas pressões com maior relevância. Após o cálculo do CVC, determinou-se a validade ecológica do TCMB aprovando-o como um instrumento para a avaliação da coordenação motora com bola no contexto dos jogos esportivo.

Abstract The main objective of this study was to establish content validity evidences in the Motor Coordination Test with Ball (MCTB). Four Ph.D. professors and former sports coaches with academic experience in the motor coordination area took part of the validation process as experts. The experts assessed four motor tasks and graded using the Likert scale from one to five for criteria of clarity of language, practice relevance, and theoretical relevance. The content validity coefficient (CVC) has been used to determine the CVCc of each task and the CVCt for the instrument as a whole, adopting as a cutoff CVCc .70 and CVCt .80. The results showed good agreement among experts concerning “clarity of language” (CVC= .89), “practice relevance” (CVC= .81), and theoretical relevance (CVC= .86). For “practice relevance” of images and videos of task execution, there has been observed CVCt of .86 and CVCt of .95, respectively. When requested the order of relevance of coordination pressures, the agreement among experts presented the existence of at least four coordination pressures in each one of the tasks and, out of these, at least two had a higher relevance. After the calculation of the CVC, ecological validity was determined for the MCTB, accrediting it as an instrument for the assessment of motor coordination with ball in the context of sports games.

RESUMO Objetivou-se categorizar as sessões de aula via TGfU e TGfU+CM para determinar a consistência da aplicação dos conteúdos dos modelos de ensino e analisar o impacto do desempenho tático-técnico de escolares iniciantes da modalidade de handebol, após o programa de ensino. A amostra compôs-se de 43 sujeitos (14,3±0,46), divididos em dois grupos (G1 - TGfU e G2 - TGfU+CM), sendo que ambos receberam unidades didáticas de 20 sessões de aula com a mesma duração. A categorização das aulas trouxe fidedignidade a aplicação dos programas de ensino empregados e, após a intervenção pelo TGfU, apenas o sexo masculino apresentou melhoras em ambos os grupos na performance de jogo, apresentando TE grande para o G2 (0,610) e TE médio para o G1 (0,487). Quanto à análise entre grupos não se encontrou diferença significativamente estatística após a intervenção para nenhuma das variáveis do estudo. Conclui-se, por meio do teste de aderência, que os programas de ensino aplicados aos dois grupos experimentais foram semelhantes, modificando apenas a inserção do conteúdo de coordenação motora para o G2, sendo ambos capazes de proporcionar melhoras significativas para o sexo masculino, considerando o efeito tempo para o desempenho tático-técnico.

ABSTRACT The study was performed aiming to categorize the class sessions through TGfU and TGfU+CM to determine the effectiveness of the teaching models application and analyze the changes on handball students tactical-technical performance after the teaching program. The sample is constituted by 43 subjects (14,3±0,46) separated in two groups (G1 - TGfU e G2 - TGfU+CM), both which received teaching units with 20 class sessions of the same time duration. The categorizing of the classes granted reliability to the teaching programs applied and after the TGfU intervention only male subjects showed better performance during the game in both groups, indicating high Effect Size for group 2 (0,610) and average effect size for group 1 (0,487). Regarding the analysis between groups, there were no statistically significant differences post intervention in any of the study variables. It stands concluded that it was possible to verify, through the adherence test, that the applied teaching programs were similar in both groups, differing only the motor coordination matter input for G2, and that the teaching program was able to cause significant improvement for the male gender subjects considering the time effect for the tactical-technical performance.

The objective of the study was to evaluate the level of tactical knowledge of a high-performance tennis team, considering gender, age, category, and year in the category, years of practice and participation in competitions. There was also a subjective evaluation by two coaches on the level of athletic performance of their athletes, as well as that of the athletes themselves. In the sample, there were 37 athletes, 23 men and 14 women at ages between 11 and 18 years old (14.10 ± 1.90). In order to determine the level of athletic performance of the athletes, the test of declarative tactical knowledge (DTK) in tennis was used. The variables to differentiate the level of tactical performance were gender (female achieved better scores: p=0.004, F = 2.242), the category (better scores for 18 years old compared to 12 years old: p=0.007, F= 4.223) and the experience in state competitions (p = 0.042, F = 3.059). It was observed that 73% of the tennis teams had their level of tactical performance, via DTK, classified as good or very good. In the subjective evaluation, the coach underestimated the tactical level of 48.6% of his athletes, while 75.7% of the athletes overestimated their own knowledge. In this study, it was verified that factors like gender, category and experience in state competitions differentiated the level of tactical performance.

Resumo O estudo teve como objetivo identificar o nível de conhecimento tático declarativo (CTD) de jogadores de handebol considerando, a classificação obtida na competição, o tempo de prática na modalidade e a participação dos atletas em competições nacionais para ambos os sexos. Além disso, verificou-se a correlação entre os processos cognitivos subjacentes ao conhecimento tático. A amostra foi composta por 119 jogadores de handebol que participaram de uma competição, sendo 83 homens (21,37±5,16) e 36 mulheres (18,25±4,44). Aplicou-se o Teste de Conhecimento Tático Declarativo em Handebol que avalia o nível de CTD dos jogadores aferindo a percepção e a tomada de decisão. O nível de CTD-objetivo das equipes finalistas da competição foi superior para ambos os sexos (p=0,011 e p=0,015, respectivamente) quando comparados às equipes que não passaram da fase de grupos. Em ambos os sexos não se encontraram diferenças estatisticamente significativas para o CTD-objetivo e CTD-exploratório em relação ao tempo de prática. O nível de CTD foi superior para atletas com participação em competições nacionais no sexo masculino (p=0,017) comparado a atletas que nunca disputaram este nível de competição. Encontrou-se correlação moderada entre a tomada de decisão e o CTD-objetivo (r=0,595), forte entre a percepçãoe CTD-objetivo (r=0,890), forte entre a tomada de decisão e o CTD-exploratório (r=0,858) e moderada entre a percepção e CTD-exploratório (r=0,561). Com os resultados encontrados concluiu-se que a classificação obtida na competição e a participação em competições nacionais são fatores que interferiram no nível de conhecimento tático dos jogadores de handebol.

Abstract This study aims to identify the level of declarative tactical knowledge (DTK)of handball players considering the classification obtained in the competition, the time of practice and the participation of athletes in national competitions for both genders. Furthermore, the relationship between subjacent cognitive processes and tactical knowledge was verified. The sample was composed of 119 handball players, 83 men (21.37±516) and 36 women (18.25±4.44) who participated in a competition. The Test of Declarative Tactical Knowledge in Handball was applied, which evaluates the DTK level of players in order to assess perception and decision-making. The DTK-objective level of finalist teams was higher for both sexes (p=0.011 and p=0.015, respectively), when compared with teams that have not passed the group phase. In both sexes, no statistically significant differences were found for the DTK-objective and DTK-exploratory in relation to the time of practice. The DTK level was higher in athletes who took part in national competitions for male gender (p=0,017). Positive moderate correlation between decision-making and DTK-objective (r=0.595) was found, which was strong between perception and DTK-objective (r=0,890), strong between decision-making and DTK- exploratory (r=0.858), and moderate between perception and DTK- exploratory (r=0.561). Based on the results found, it could be concluded that the classification obtained in the competition and the participation in national competitions are factors that interfered in the tactical knowledge level of handball players.