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• W23654982 abstract "IntroductionThe majority of the youth population practices some sport discipline in scholar ages. This is, among other reasons, because adolescence is a vital time for students to seek out belonging and social interaction (Donaldson & Ronan, 2006), and it is natural that many young people will be attracted to sport participation. From 35-45% to 65-70% of Spanish youth aged between 14 to 18 years old, the same age as the participants of this study, are involved in Organized Sports Activities (Consejo Superior de Deportes, 2011). This means between three and four million young Spanish people are active in sports. In particular, according to the data of the Royal Federation of Spanish Soccer, the number of youth signed up for soccer programs is over half a million (around 700.000).One of the keys of continuity in youth sport practices is the interaction with their coaches. It has been confirmed as a strong determinant in continued sport participation (Horn, 2002; Turman, 2003). Coaches, even more than teachers, could foster positive environments for youth in the sport context, due to the intrinsic motivation that exists around this activity for children. However, the coaches can produce the opposite effect by showing non-desirable behaviors (Raakman, Dorsch, & Rhind, 2010).Instructions have been defined as one of the most important aspects of the coach's behavior in the relationship between coach and athlete (Horton, Baker, & Deakin, 2005). The content of the instructions and the way in which they are delivered are the main ways to influence the players (Keegan, Harwood, Spray, & Lavallee, 2009). Nevertheless, these instructions depend on the personal characteristics of the coach and also on his behavioral model in his interaction with the players (Vanek, 1984).On one hand, it is confirmed that the experience that coaches have in sport training has a great influence on the type of relationship they have with their athletes and on the instructions that they deliver to them. In general, a coach's higher experience implies a higher learning and a better adaptation of their players, as well as a more satisfactory personal experience in the sport (Schempp, McCullick, & Mason, 2006). The less experienced coaches are centered on the behavior and control of their athletes, whereas experts increase the time involved in applying learning tasks and leave more time to players to practice and improve their abilities, centered on decision-making in the game (Jimenez, Lorenzo, & Ibanez, 2009). Therefore, the accumulated experience of the coaches throughout their years of training is a decisive factor in their professional development (Culver & Trudel, 2006). The experience as coach and as a player helps them better understand the thinking and concerns of the players during the competition (Trudel, 2006), and it may have an influence on their instructions.On the other hand, the model of coaching used by coaches during the learning and training process also has an influence on the interaction between coach and athlete (Viciana & Zabala, 2004). Essential characteristics of each model, such as the organization and structure of the tasks, just like the instructions that coaches deliver to their players during competition and training, are different from one model to another. There are two main trends in the classification of coaching models in literature. The first, is centered on decision-making and tactic learning, called the tactical model, tactical games, game sense, conceptual-based games or teaching games for understanding (Griffin, Brooker, & Patton, 2005); and the second is centered on the coach, content and technical abilities of the players (technical model).The tactical model approach (TAM) is a student-centered model that emerged from the situational learning theory in physical education applied to sport (Kirk & McPhail, 2002). The coaches are based on learning by the guiding and discovery of solutions throughout the game, so as to develop them in a great variety of play contexts. …" @default.
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• W23654982 date "2014-03-01" @default.
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• W23654982 title "Differences between tactical/technical models of coaching and experience on the instructions given by youth soccer coaches during competition." @default.
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