Futebol brincante: efeito lógico do treinamento pela pedagogia da corporeidade para a formação esportiva de jovens jogadores

Abstract

The objective of this study was to analyze the effects of logical interpretation (tactical habit) resulting from soccer training conducted through the Pedagogy of Corporeity (Pedagogia da Corporeidade) among players from the Futebol Brincante soccer school. Specifically, the study aimed to: (a) describe and categorize players’ tactical habits in offensive movement situations based on the codes of the action field; (b) structure training sessions through the methodological proposition of the experience of play; and (c) analyze the changes in the tactical habits of the players from the Futebol Brincante soccer school. The study focused on the transformation of players’ habits which, prior to tactical behavior itself, are understood as interaction–action schemes in relation to circumstances in general. With an analytical observational research design, of a descriptive-exploratory and propositional nature, the investigation was conducted using a longitudinal approach. The research followed a quali-quantitative approach with qualitative predominance, using participant observation and systematic observation. Nineteen male adolescents participated in the study, enrolled in the extension project Futebol Brincante Soccer School, aged between 12 and 14 years (M = 12.7; SD = 0.8), considering the starting date of the intervention. The study was developed through an intervention composed of 33 training sessions structured according to the Laboratory-Class of the Pedagogy of Corporeity (ALPC), guided by the intensive axes (volume, temperature and pressure) and by the teaching–learning pathway Feel–React–Reflect. Scriptural analysis was used as the technique for describing tactical habits and their indicators, enabling the analysis of habit transformations based on descriptive markers. The analysis revealed the tactical habits uncertain, throwing, and poetizing. It was observed that the uncertain habit may appear in two modes, one of which approaches the poetizing habit, although remaining distinct due to the absence of interpretation. Numerical data were analyzed using the Wilcoxon signed-rank test and transition matrices between categories. Intra-rater reliability tests and measurement power tests of the instrument were also conducted, presenting statistically significant results (p < 0.05). The results showed consistent changes in tactical habits after the intervention, with a reduction in the tendency of the indifferent habit and a significant increase in throwing habits and, especially, poetizing habits. The matrices indicated an upward flow between the initial and final moments, without regressions. Communicative efficiency in game situations was directly associated with the transformation of tactical habits, reinforcing the relevance of interpretative efficiency in players’ learning. The pedagogical feasibility of training sessions grounded in the Pedagogy of Corporeity for sports initiation was also demonstrated. From the perspective of the Pedagogy of Corporeity, this study assumes the commitment of bringing the scientific gaze to the game while adopting a method that recognizes the game as it truly is: poetry expressed in the gestures of the being who plays, proposing a new way of understanding the game and recognizing our football.