1- University of Tabriz , mt.aghdasi@yahoo.com
2- University of Tabriz
2- University of Tabriz
Abstract: (639 Views)
Our understanding of the effectiveness of small-sided games compared to other training methods is limited. Therefore, the aim of this study was to compare the role of small side games (SSG) and traditional teaching method on individual and team creativity of 11-12 year old soccer players. To conduct this study, among all the 11-12-year-old children of Iraq who were enrolled in football classes, 30 learners were selected by the available method and were randomly divided into two groups of traditional and SSG education. At first, the pre-test was taken by the video analysis method, and then the participants practiced football skills on the 7x7 field for 16 weeks and 4 one-hour sessions every week. Finally, the post-test was evaluated according to the pre-test. The analysis of the film was done based on the opinion of two experts and according to the previously identified practices. The results were analyzed by descriptive method and 2x2 ANOVA analysis in SPSS 24. The results of the study in the descriptive part showed that appropriate actions, creative and original actions have grown more in the SSG group compared to the traditional group. In this regard, inappropriate actions have shown a further decrease. In the section of inferential tests, the results showed that the effect of the test and test*group is significant for appropriate actions and the effect of the test for total actions showed the same result. In this regard, small side games can be played by placing the player in a small environment, allowing the player to have more opportunities to perform and less time to make decisions, which leads to the improvement of creativity in team sports such as football.
Keywords: individual creativity, team creativity, small field games, traditional teaching method, football
Type of Study: Research |
Subject:
motor behavior
Received: 2023/09/5 | Accepted: 2024/01/13 | ePublished ahead of print: 2024/01/13
Received: 2023/09/5 | Accepted: 2024/01/13 | ePublished ahead of print: 2024/01/13
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