The Effect of Linear and Non-linear Training and Constraints on the Perception-Action Coupling of Football Players
| Author | Milad Boustanban Ghaziyani | en |
| Author | Hasan Mohammadzade | en |
| Issued Date | 2024-11-30 | en |
| Abstract | Background: Pedagogy methods are used by applying constraints and perceptual skills to analyze the factors that play a key role in the performance of football players. Objectives: The aim of the present study was to investigate the effect of linear and non-linear pedagogy and constraints on the perception-action coupling (P-AC) of football players. Methods: The research method was semi-experimental. Seventy male undergraduate students of Urmia University were randomly divided into seven equal groups of pedagogy using style E tactical (SET), play practice (PP), game sense (GS), SET with constraints, PP with constraints, GS with constraints, and traditional methods. The participants were evaluated in the four stages of pre-test, post-test, retention and transfer test in the variable of P-AC and actual target area (ATA). Results: The results showed that the non-linear pedagogy groups had significant progress in the parameters of P-AC and ATA from the pre-test to transfer. Also, there is a significant difference between the non-linear and traditional pedagogy groups in the variables of P-AC and ATA. The non-linear groups performed better than the traditional group in the transfer phase. Conclusions: Therefore, the use of non-linear pedagogy in football training can be useful for the development of perceptual skills. | en |
| DOI | https://doi.org/10.5812/jmcl-151815 | en |
| URI | https://brieflands.com/journals/jmcl/articles/151815 | en |
| Keyword | Linear Pedagogy | en |
| Keyword | Non-linear Pedagogy | en |
| Keyword | Constraints | en |
| Keyword | Perception-Action Coupling | en |
| Publisher | Brieflands | en |
| Title | The Effect of Linear and Non-linear Training and Constraints on the Perception-Action Coupling of Football Players | en |
| Type | Research Article | en |
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