Análisis observacional de las relaciones interlíneas de la Selección Española de Fútbol, mediante coordenadas polares

  1. Maneiro Dios, Rubén 1
  2. Amatria Jiménez, Mario 2
  3. Moral García, Jose Enrique 1
  4. López García, Sergio 1
  1. 1 Universidad Pontificia de Salamanca
    info

    Universidad Pontificia de Salamanca

    Salamanca, España

    ROR https://ror.org/02jj93564

  2. 2 Universidad Pontifica de Salamanca
Journal:
Cuadernos de psicología del deporte

ISSN: 1578-8423 1989-5879

Year of publication: 2018

Volume: 18

Issue: 2

Pages: 18-32

Type: Article

More publications in: Cuadernos de psicología del deporte

Abstract

The objective of the present study was to determine the degree of inter-line relation (activation and inhibition) and with respect to its rival that presents the Spanish Selection of soccer when in possession of the ball. For this we analyzed the matches of Spain during the UEFA Euro 2012 (6861 multi-events have been coded). An ad hoc observation instrument, consisting of 8 criteria and 96 categories, was used to record four lines or levels of organization: POR (goalkeeper), DEF (defenses), CEN (midfielders) and DEL (forward). also his relationship with the rival (JR). The data were subjected to polar coordinate analysis using each line as focal behavior. The results show the relationship and cohesion inter-lines that the equipment presents, as well as the activation of rival players. This allows us to know the tactical component of the Spanish team and its relationship with the rival players. The effectiveness of observational methodology has also been highlighted as an optimal methodological filter for the study of players' spontaneous behavior, including powerful techniques such as polar coordinate analysis. Future studies go deep into the reality of the player in particular, and then build the complex structure that make up the interrelationships between the different members of a team. Undoubtedly this will result in a better performance of the reality of football on the playing fields.

Bibliographic References

  • 1. Altenburg, T. M., Chinapaw, M. J., y Singh, A. S. (2016). Effects of one versus two bouts of moderate intensity physical activity on selective attention during a school morning in Dutch primary schoolchildren: A randomized controlled trial. Journal of Science and Medicine in Sport, 19, 820-824.
  • 2. Ato, M., López-García, J.J., y Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29, 1038-1059.
  • 3. Best, J.R. (2010). Effects of physical activity on children’s executive function: Contributions of experimental research on aerobic exercise. Developmental Review, 30, 331-351.
  • 4. Brickenkamp, R. (2002). d2, test de atención. Madrid: TEA Ediciones.
  • 5. Budde, H., Voelcker-Rehage, C., PietraßykKendziorra, S., Ribeiro, P., y Tidow, G. (2008). Acute coordinative exercise improves attentional performance in adolescents. Neuroscience Letters, 441, 219-223.
  • 6. Chaddock, L., Erickson, K. I., Chappell, M. A., Johnson, C. L., Kienzler, C., Knecht, A., ... y Hillman, C. H. (2016). Aerobic fitness is associated with greater hippocampal cerebral blood flow in children. Developmental Cognitive Neuroscience, 20, 52-58.
  • 7. Chaddock, L., Erickson, K. I., Prakash, R. S., Kim, J. S., Voss, M. W., VanPatter, M., ... y Cohen, N. J. (2010). A neuroimaging investigation of the association between aerobic fitness, hippocampal volume, and memory performance in preadolescent children. Brain Research, 1358, 172-183.
  • 8. Cox, E. P., O’Dwyer, N., Cook, R., Vetter, M., Cheng, H. L., Rooney, K., y O’Connor, H. (2016). Relationship between physical activity and cognitive function in apparently healthy young to middle-aged adults: a systematic review. Journal of Science and Medicine in Sport, 19, 616-628.
  • 9. Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., ... y Szabo-Reed, A. N. (2016). Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review. Medicine and Science in Sports and Exercise, 48, 1197-1222.
  • 10. Esteban-Cornejo, I., Cadenas-Sanchez, C., Contreras-Rodriguez, O., Verdejo-Roman, J., Mora-Gonzalez, J., Migueles, J. H., ... y Ortega, F. B. (2017). A whole brain volumetric approach in overweight/obese children: Examining the association with different physical fitness components and academic performance. The ActiveBrains project. NeuroImage, 159, 346- 354.
  • 11. Estévez-González, A., García-Sánchez, C., y Junqué, C. (1997). La atención: una compleja función cerebral. Revista de Neurología, 25, 1989-1997. 12. Eurofit (1993). Eurofit Tests of Physical Fitness (2ª ed.). Strasbourg: Committee of Experts on Sports Research.
  • 13. Fernandes, V. R., Ribeiro, M. L. S., Melo, T., de Tarso Maciel-Pinheiro, P., Guimarães, T. T., Araújo, N. B., ... y Deslandes, A. C. (2016). Motor coordination correlates with academic achievement and cognitive function in children. Frontiers in Psychology, 7, 318.
  • 14. Greimel, E., Wanderer, S., Rothenberger, A., Herpertz-Dahlmann, B., Konrad, K., y Roessner, V. (2011). Attentional performance in children and adolescents with tic disorder and cooccurring attention-deficit/hyperactivity disorder: New insights from a 2x2 factorial design study. Journal of Abnormal Child Psychology, 39, 819-828.
  • 15. Giuliano, R. J., Karns, C. M., Neville, H. J., y Hillyard, S. A. (2014). Early auditory evoked potential is modulated by selective attention and related to individual differences in visual working memory capacity. Journal of Cognitive Neuroscience, 26, 2682-2690.
  • 16. Guiney, H., y Machado, L. (2013). Benefits of regular aerobic exercise for executive functioning in healthy populations. Psychonomic Bulletin & Review, 20, 73-86.
  • 17. Hillman, C. H., Erickson, K. I., y Hatfield, B. D. (2017). Run for your life! Childhood physical activity effects on brain and cognition. Kinesiology Review, 6, 12-21.
  • 18. Illesca, R.S., y Alfaro, J.E. (2017). Aptitud física y habilidades cognitivas. Revista Andaluza de Medicina del Deporte, 10, 9-13.
  • 19. Kao, S. C., Drollette, E. S., Scudder, M. R., Raine, L. B., Westfall, D. R., Pontifex, M. B., y Hillman, C. H. (2017). Aerobic fitness is associated with cognitive control strategy in preadolescent children. Journal of Motor Behavior, 49, 150-162.
  • 20. Lubans, D., Richards, J., Hillman, C., Faulkner, G., Beauchamp, M., Nilsson, M., ... y Biddle, S. (2016). Physical activity for cognitive and mental health in youth: A systematic review of mechanisms. Pediatrics, 138, 1-15.
  • 21. Martín-Martínez, I., Chirosa-Ríos, L. J., Reigal, R. E., Hernández-Mendo, A., Juárez, R., y Guisado-Barrilao, R. (2015). Efectos de la actividad física sobre las funciones ejecutivas en una muestra de adolescentes. Anales de Psicología, 31, 962-971.
  • 22. Maureira, F., y Flores, E. (2017). Efectos del ejercicio físico sobre la atención: una revisión de los últimos años. Revista de Ciencias de la Actividad Física UCM, 18, 73-83.
  • 23. Melchor, M. T., Montaño, J. G., Díaz, F. J., y Cervantes, F. (2013). Desarrollo y validación de una ecuación para estimar el consumo máximo de oxígeno en niños de Secundaria en una prueba de un kilómetro. Revista Española de Educación Física y Deportes, 401, 12-19.
  • 24. Ortega, F. B., Campos, D., Cadenas-Sanchez, C., Altmäe, S., Martínez-Zaldívar, C., MartínMatillas, M., ... y Campoy, C. (2017). Physical fitness and shapes of subcortical brain structures in children. British Journal of Nutrition, 1-10 (en prensa).
  • 25. Pardo, A., y Ruiz, M.A. (2005). Análisis de datos con SPSS 13 Base. Madrid: McGraw Hill.
  • 26. Pérez-Lobato, R., Reigal, R. E., y Hernández Mendo, A. (2016). Relaciones entre la práctica física, condición física y atención en una muestra adolescente. Revista de Psicología del Deporte, 25, 0179-186.
  • 27. Pontifex, M. B., Raine, L. B., Johnson, C. R., Chaddock, L., Voss, M. W., Cohen, N. J., Kramer, A. F., y Hillman, C. H. (2011). Cardiorespiratory fitness and the flexible modulation of cognitive control in preadolescent children. Journal of Cognitive Neuroscience, 23, 1332-1345.
  • 28. Reigal, R. E., Borrego, J. L., Juárez, R., y Hernández-Mendo, A. (2016). Práctica física regular y funcionamiento cognitivo en una muestra adolescente. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 2, 201- 209.
  • 29. Reloba-Martínez, S., Reigal, R. E., HernándezMendo, A., Martínez-López, E. J., MartínTamayo, I., y Chirosa-Ríos, L. J. (2017). Efectos del ejercicio físico extracurricular vigoroso sobre la atención de escolares. Revista de Psicologia del Deporte, 26, 29-36.
  • 30. Santana, C. C. A., Azevedo, L. B., Cattuzzo, M. T., Hill, J. O., Andrade, L. P., y Prado, W. L. (2017). Physical fitness and academic performance in youth: A systematic review. Scandinavian Journal of Medicine & Science in Sports, 27, 579-603.
  • 31. Tomporowski, P. D., Lambourne, K., y Okumura, M. S. (2011). Physical activity interventions and children’s mental function: An introduction and overview. Preventive Medicine, 52(Suppl 1), S3-S9.
  • 32. Trudeau, F., y Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5, 10.
  • 33. Zmyj, N., Witt, S., Weitkämper, A., Neumann, H., y Lücke, T. (2017). Social cognition in children born preterm: A perspective on future research directions. Frontiers in Psychology, 8, 455.
  • 34. Wass, S., Porayska-Pomsta, K. y Johnson, M. H. (2011). Training attentional control in infancy. Current Biology, 21, 1543-1547.