Small-sided games manipulations in tactical-technical performance, cognitive flexibility and motivation in beginner volleyball players

Abstract

BACKGROUND: Considering contemporary teaching models, it is observed that the use of small-sided games (SSGs) is a standard pedagogical tool to transfer learning to the formal game. Considering that manipulations of SSGs can affect students’ behaviors during motor practices, this study aimed to investigate the impact of utilizing SSGs with manipulation of the relative area per player in configurations of numerical equality and offensive numerical superiority on tacticaltechnical performance, cognitive flexibility and motivation in volleyball. METHODS: The sample consisted of 79 university students of both sexes aged 18 to 32 years, allocated into four groups that differed in relative area per player (9m2 or 13m2) and configurations of numerical equality (1×1; 2×2; 3×3) or superiority (1×1+1; 2×2+1; 3×3+1) in the SSGs. The Instrument for Assessing Tactical-Technical Performance in Volleyball (IAD-VB) was used to analyze tactical-technical performance, the Stroop Test to analyze cognitive flexibility, and the Behavioral Regulation in Sport Questionnaire (BRSQ-8) to assess motivation. RESULTS: Results from a two-way repeated measures ANOVA revealed a significant effect of time factor on all tacticaltechnical performance actions (serve, reception, setting, attack, and defense), cognitive flexibility with decreased response time in both congruent and incongruent stimuli, and intrinsic and extrinsic motivation with increased scores more self-determined on the motivation continuum. CONCLUSIONS: SSGs emerge as a pedagogical tool for sports teaching, enhancing cognitive flexibility, and motivating students, regardless of the configuration with numerical equality or superiority.