The Impact of Differential Learning Model on Motor Skills and Handball-Specific Coordination Performance in 11-13-Year-Old Beginners in Handball

Yıl 2022, , 152 - 160, 15.12.2022

İsmail Çakıt , Filiz Çamlıgüney , Güven Erdil

https://doi.org/10.18826/useeabd.1152610

Cited By: 1

Öz

Aim: Improvement of skills in handball means an increase in performance. There are two main learning methods in sport: traditional (classical) and differential learning. The aim of our study was to determine the effect of plyometric training with differential learning method on agility and handball-specific coordination skills in 11-13-year-old handball athletes who are new to the sport.

Methods: In this study, 44 male secondary school students aged 11-13 years from Istanbul and Adana provinces, who were new to sports, volunteered to take part in this study. Two groups of 22 students each were randomly selected as classical training group and differential learning group. All groups were given handball training for adaptation training for 4 weeks. The training sessions were conducted four days a week for 1.5 hours for 12 weeks. Pre-tests were applied before the training period started, and post-tests were applied at the end of 12 weeks. In the study, T-test, zigzag running, obstacle tests as motor skill agility tests; For handball coordination skills, handball slalom dribbling, wall quick pass, hand wall toss pass tests were applied.

Results: Differential learning group (T-test, zig-zag running, obstacle, handball slalom dribbling, wall quick pass, hand wall toss pass tests) were statistically significant compared to the results of the classical training group (p<0.05). The fact that there were significant improvements in the control group can be characterized as the natural effect of the sport depending on the age period.

Conclusions: Compared to the classical training group, the group of differential learning showed more improvement.

Anahtar Kelimeler

Differential Learning, Motor Skills, Agility, Handball Specific Coordination, Farklılıkla Öğrenme, Motor Beceri, Çeviklik, Hentbola Özgü Koordinasyon

Farklılıkla Öğrenme Modelinin 11-13 Yaş Arası Hentbola Yeni Başlayanlarda Motor Beceriler ve Hentbola Özgü Koordinasyon Performansı Üzerindeki Etkisi

Öz

Amaç: Hentbolda becerinin gelişimi performansın artması demektir. Sporda geleneksel (klasik) ve farklılıkla öğrenme olarak iki öğrenme yöntemi bulunmaktadır. Çalışmamızın amacı 11-13 yaş aralığındaki spora yeni başlayan hentbol sporcularında farklılıkla öğrenme yöntemiyle yapılan pliometrik antrenmanların, çeviklik ve hentbola özgü koordinasyon becerilerine etkisini belirlemektir.

Materyal ve Metot: Bu çalışmaya İstanbul ve Adana illerinden 11-13 yaş aralığında, spora yeni başlayan 44 erkek ortaokul öğrencisi gönüllü olarak katılmıştır. Her biri 22 öğrenciden oluşan iki grup, klasik eğitim grubu ve farklılıkla öğrenme grubu olarak rastgele seçilmiştir. Tüm gruplara 4 hafta boyunca adaptasyon eğitimi olarak hentbol eğitimi uygulanmıştır. Antrenmanlar 12 hafta boyunca haftada dört gün 1.5 saat olarak gerçekleştirilmiştir. Antrenmanlar başlamadan önce ön testler, 12 hafta sonunda ise son testler uygulanmıştır. Çalışmada motor beceri çeviklik testleri olarak T-test, zikzak koşu, engel testleri; hentbol koordinasyon becerileri için ise hentbol slalom top sürme, duvara hızlı pas, el topu fırlatma pas testleri uygulanmıştır.

Bulgular: Farklılıkla öğrenme grubu (T-testi, zig-zag koşu, engel, hentbol slalom top sürme, duvara hızlı pas, eltopu pas atma testleri) klasik eğitim grubu sonuçlarına göre istatistiksel olarak anlamlı fark vardır (p<0.05). Kontrol grubunda da anlamlı gelişmelerin olması yaş dönemine bağlı spor yapmanın etkisi olarak nitelendirilebilir.

Sonuç: Klasik antrenman grubu ile karşılaştırıldığında, farklılıkla öğrenme grubu daha fazla gelişim göstermiştir.

Anahtar Kelimeler

Farklılıkla Öğrenme, Motor Beceri, Çeviklik, Hentbola Özgü Koordinasyon

Kaynakça

• Alricsson, M., Harms‐Ringdahl, K., & Werner, S. (2001). Reliability of sports related functional tests with emphasis on speed and agility in young athletes. Scandinavian Journal of Medicine & Science in Sports, 11(4), 229-232.
• Bozkurt, S. (2018). The Effects of Differential Learning and Traditional Learning Trainings on Technical Development of Football Players. Journal of Education and Training Studies, 6, 25-29.
• Button, C., Macleod, M., Sanders, R., & Coleman, S. (2003). Examining movement variability in the basketball free-throw action at different skill levels. Research Quarterly for Exercise and Sport, 74(3), 257-269.
• Cho, E.H., Yun, H.J., & So, W.Y. (2020). The validity of alternative hand wall toss tests in Korean children. Journal of Men's Health, 16(1), 10-18.
• Coutinho, D., Santos, S., Gonçalves, B., Travassos, B., Wong, D. P., Schollhorn, W., & Sampaio, J. (2018). The effects of an enrichment training program for youth football attackers. PloS one, 13(6), e0199008.
• Erdil, G. (2016). Farklılıkla öğrenme motor becerilerin öğrenimine farklı bir bakış. Marmara Üniversitesi Spor Bilimleri Dergisi, 1(1), 39-48.
• Hammami, M., Gaamouri, N., Aloui, G., Shephard, R.J., & Chelly, M.S. (2019). Effects of combined plyometric and short sprint with change-of-direction training on athletic performance of male U15 handball players. The Journal of Strength & Conditioning Research, 33(3), 662-675.
• Haudum, A., Birklbauer, J., Josef, K., & Muller, E. (2011). Motor learning of gross-motor skills under variable practice conditions. Baltic Journal of Sport and Health Sciences, 1(80), 22-28
• Johnson, B.A., Salzberg, C.L., & Stevenson, D.A. (2011). A systematic review: plyometric training programs for young children. The Journal of Strength & Conditioning Research, 25(9), 2623-2633.
• Lidor, R., Falk, B., Arnon, M., & Cohen, Y. (2005). Measurement of talent in team handball: the questionable use of motor and physical tests. Journal of Strength and Conditioning Research, 19(2), 318.
• Mateus, N., Santos, S., Vaz, L., Gomes, I., & Leite, N. (2015). The effect of a physical literacy and differential learning program in motor, technical and tactical basketball skills. Revista de Psicología Del Deporte, 24(1), 73-76.
• Meylan, C., & Malatesta, D. (2009). Effects of in-season plyometric training within soccer practice on explosive actions of young players. The Journal of Strength & Conditioning Research, 23(9), 2605-2613.
• Mokha, M., Sprague, P.A., & Gatens, D.R. (2016). Predicting musculo skeletal injury in national collegiate athletic association division II athletes from asymmetries and individual test versus composite functional movement screen scores. Journal of Athletic Training 51(4), 276-82.
• Muratlı, S., Kalyoncu, O., & Şahin, G. (2011). Antrenman ve müsabaka (3 b.). İstanbul: Kalyoncu Spor Danışmanlık San. Tic. Ltd. Şti. 8-12.
• Mülazımoğlu, O. (2007) Hentbol yetenek test bataryası geçerlik ve güvenilirlik çalışması. Sport Sciences, 4(4), 300-312.
• Ortiz, A., Olson, S.L., Roddey, T.S., & Morales, J. (2005). Reliability of selected physical performance tests in young adult women. The Journal of Strength & Conditioning Research, 19(1), 39-44.
• Pauole, K., Madole, K., Garhammer, J., Lacourse, M., & Rozenek, R. (2000). Reliability and validity of the T-test as a measure of agility, leg power, and leg speed in college-aged men and women. The Journal of Strength & Conditioning Research, 14(4), 443-450.
• Rubley, M.D., Haase, A.C., Holcomb, W.R., Girouard, T.J., & Tandy, R.D. (2011). The effect of plyometric training on power and kicking distance in female adolescent soccer players. The Journal of Strength & Conditioning Research, 25(1), 129-134.
• Santos, S., Jiménez, S., Sampaio, J., & Leite, N. (2017). Effects of the Skills4Genius sports-based training program in creative behavior. PloS one, 12(2), e0172520. https://doi.org/10.1371/journal.pone.0172520
• Santos, S., Coutinho, D., Gonçalves, B., Schollhorn, W., Sampaio, J., & Leite, N. (2018). Differential learning as a key training approach to improve creative and tactical behavior in soccer. Research Quarterly for Exercise and Sport, 89(1), 11-24.
• Savelsbergh, G.J., Kamper, W.J., Rabius, J., De Koning, J.J., & Schollhorn, W. (2010). A new method to learn to start in speed skating: A differencial learning approach. International Journal of Sport Psychology, 41(4), 415.
• Schollhorn, W.I., Hegen, P., & Davids, K. (2012). The Nonlinear Nature of Learning – A Differential Learning Approach. The Open Sport Science Journal, 5, 100-112. https://doi.org/10.2174/1875399X01205010100
• Schollhorn, W.I, Michelbrink, M., Welminsiki, D., & Davids, K. (2009a). Increasing stochastic perturbations enhances acquisition and learning of complex sport movements. Perspectives on Cognition and Action in Sport. Nova Science Publishers, Hauppauge, NY, United States 59-73
• Schollhorn, W.I., Mayer-Kress, G., Newell, K.M., & Michelbrink, M. (2009b). Time scales of adaptive behavior and motor learning in the presence of stochastic perturbations. Human Movement Science, 28(3), 319-333. https://doi.org/10.1016/j.humov.2008.10.005,
• Schollhorn, W.I. (1999). Individualität-ein vernachlässigter Parameter. Leistungssport 2/99 magazine,7-11.
• Tallir, I., Philippaerts, R., Valcke, M., Musch, E., & Lenoir, M. (2012). Learning opportunities in 3 on 3 versus 5 on 5 basketball game play: An application of nonlinear pedagogy. International Journal of Sport Psychology, 43(5), 420-437.
• Torrents, C., & Balagué, N. (2006). Dynamic systems theory and sports training. Baltic Journal of Sport and Health Sciences, 1(60). 72-83.
• Usluer, S.N., Aktug, Z.B., İbis, S., & Aka, H. (2021). The effect of corrective exercises on functional movement screen test and motor skills. Journal of Human Sciences, 18(3), 390-399.
• Wagner, H., & Muller, E. (2008). The effects of differential and variable training on the quality parameters of a handball throw. Sports Biomechanics, 7(1), 54-71.