Development and pedagogical structure of training tasks in formative basketball

Abstract

Introduction: Training analysis is attended to a multitude of variables that determine the tasks and learning of the players. Aim: The objective of this study is to analyze the pedagogical variables and their relation to the different game situations that are used in basketball training tasks. Methods: After a descriptive analysis of the tasks, relationships and associations were identified between the Game Situation (GS) and the Game Phase, the Content Type and the Training Medium. Results & discussion: Unopposed tasks were associated with attack tasks, individual technical gestures and the use of exercises as a means. Equality reduced game situations in numerical with attack tasks, group tactical behaviors and games. Inequality reduced game situations in with defense tasks, group tactical behaviors and games. Finally, the most real game situations (5x5) were associated with mixed tasks, collective tactical behaviors and used sport as a means. Conclusions: By the control of the training, the trainer’s intervention is characterized, as well as the underlying methodology in his intervention. In addition, in the context of school sports, it is a tool that facilitates the development of specific contents according to the formative stage.