Effects of Modification of Task Constraints in 3-Versus-3 Small-Sided Soccer Games

Abstract

In this study, the pedagogical principles of representation and exaggeration of Game-Centred Approaches (GCAs) as task constraints were examined. Youth soccer players’ game performance was analysed according to tactical problems. Two different 3-versus-3 games were analysed using the Game Performance Evaluation Tool (GPET), namely a game modified by representation and a game modified by the pedagogical principles of representation and exaggeration that enhanced the problem of attacking the goal. It was found that there were a greater number of decision-making units for attacking during the modified game, which enhanced the problem of attacking the goal, although differences were not found to be significant. The players’ tactical problem adaptation was significantly better in the game that was modified by representation with regard to maintaining possession of the ball (p<0.01) and advancing on the goal (p<0.05). Significant differences were also observed in getting-free decisions and executions (p<0.05 and p<0.05), and in kicking decisions and executions (p<0.01 and p<0.01). The findings suggest that a game focused on attacking the goal was more tactically complex than a game that was only modified by representation.

Keywords: Sports Pedagogy, Complex Skill Acquisition, Contextual Interference, Modified Games