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首页> 外文期刊>Psychology of sport and exercise >Professional handball coaches management of players' situated understanding during official games
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Professional handball coaches management of players' situated understanding during official games

机译：专业手球教练在正式比赛中对球员的位置了解的管理

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Objectives: This study, based on the team cognition approach, investigated the information content expressed by coaches when helping players build or update their understanding of the unfolding game. The focus was on how this content fits into the usual task-work/teamwork and procedural/declarative taxonomies. Design: The data were collected through the audio and video recording of the communications and behaviors of three professional head coaches throughout a total of 15 games. We used deductive content analysis, crossing information contents related to task-work or teamwork with information contents related to declarative or procedural knowledge across the five game periods (first and second half of the first and second half-time, break-time period), and the three score differentials between the teams (favorable, balanced, and unfavorable). Method: We first performed a multivariate analysis of variance (MANOVA) using a 5 (Game Periods) × 3 (Score Difference) factorial design. Follow-up ANOVAs with repeated-measures were performed to identify the variables contributing to the multivariate effect. We then performed a repeated-measures analysis of variance for information contents related to declarative and procedural knowledge in occurrences of task-work and teamwork categories. Results: The results showed that the coaches expressed information related more often to players' procedural knowledge than to their declarative knowledge. We discovered two main effects (game periods and score differences) in coaches' information contents delivered to players. Information related to procedural knowledge was not addressed to the team as a whole, but to certain players. Conclusions: This suggests that an information flow was more distributed than shared.
机译：目标：基于团队认知方法的这项研究调查了教练在帮助球员建立或更新他们对展开游戏的理解时表达的信息内容。重点是该内容如何适合通常的任务/团队合作和程序/声明性分类法。设计：数据是通过音频和视频记录收集的，这些音频和视频记录了三位职业总教练在整个15场比赛中的交流和行为。我们使用演绎内容分析，将与任务或团队合作相关的信息内容与与声明性或程序性知识相关的信息内容在五个游戏时段（上半场和下半场的上半场和下半场，休息时间段）交叉使用，以及团队之间的三个得分差异（有利，平衡和不利）。方法：我们首先使用5（游戏期间）×3（分数差异）因子设计进行了方差的多元分析（MANOVA）。进行了具有重复措施的后续方差分析，以识别导致多变量效应的变量。然后，我们对任务工作和团队工作类别中与声明性和程序性知识相关的信息内容进行了方差的重复测量分析。结果：结果表明，教练表达的信息更多地与球员的程序知识有关，而不是其陈述性知识。我们在传递给玩家的教练信息内容中发现了两个主要影响（游戏时间和得分差异）。与过程知识相关的信息并未针对整个团队，而是针对某些参与者。结论：这表明信息流比共享更分散。

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