Why are tactics used in sport

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Previous Next. As well as being used to analyse athletes' skills and fitness, technology is used to evaluate and improve performers' strategies and tactics. These are the methods that performers use to maximise their chances of winning. They are most obvious in games — for example, agreeing who receives the centre pass in netball — but are also used in other types of performance — for example, middle distance runners deciding to lead the race from the front.

Depending upon the free prevailing circumstances during the competition, the sportsperson or the team resorts to the application of different tactical concept which is explained as follows The above tactical conception is applicable in all the above games and sports.

However, in individual sports their use is limited. To excel in the competition, in addition, to complete physical, technical, and psychological preparation, the sportsperson or team has to learn and master various tactical patterns. That is why the coach has to introduce and explain the topic and use no long but short and concise language. Than make some demonstration show it repeat the main phases of the action and try to do it.

Tactical ideas are taught for that reason because they can be used in the game and gain some advantage in the process of the game. Chi-squared analysis highlighted distinct individual and unit tactical behaviors indicative of role-specific responsibilities. They recommended use the methodology in investigations of tactical behavior. Coaches are responsible for information given to players, which are gathered from the senses, are stored in memory, processed in dependence of the level of education, depth of the knowledge and experiences by the brain and if needed can be used as a response or act.

The development of expertise in sport is the result of successful interaction of biological, psychological and sociological constraints [ 65 ]. It takes time and training to become skilled football player.

They identified experts as the athletes who compete at a higher level, while those who compete at a lower lever are considered as novice. In our perception of novice, it can be also taken in consideration the sporting career how long are they involved in the sport training. Experts perform more capably than do novice in various determinants of the decision-making process. Experts are able to predict event occurrence more accurately. Experts are more confident in decision-making process and need less information cognitive, acoustic or visual , and they exhibit greater speed in signal detection tasks.

Experts for decision-making focus on what is important by solving problem, and forget what is unnecessary. Experts become only after years of intense work and training. Decision-making responses are the results of good organization the information in long-term memory and their transferring into working memory so they can be used for problem-solving tasks. According to Ref. Our opinion is that tactics is about quick and right decision-making and then can be effective, because in the play the time is the biggest enemy.

As the study of [ 68 ] confirmed too, when using Game Performance evaluation Tool GPET , another aspect that influences significantly on evaluation quality is the time. The time available for the players to make decisions and the time they use in making the decisions.

Some recommendation for teaching tactics: How to take up a position in open space is the first step of tactics. The teacher or coach at motivational teaching set several examples of good practices [ 69 ].

Activities should fit the developmental levels of the children. If an activity does not fit the needs of the child, the child will show either frustration if it is too difficult or boredom if it is too easy [ 70 ]. Effective instruction promotes the transfer of learning from practice tasks to the real game [ 54 ].

To recognize the learning style of pupil and find the teaching strategies that respond to it. The teacher or coach use a wide range of games to teach not only skills but also tactical principles.

These three student-centered models to learning emphasize active learning. These models use cognitive understanding of physical education activities, exercising them within a social interaction and decision-making process. Teacher is the facilitator of the learning within a student-centered environment. For maintaining the tactical complexity, it is needed to focus on questioning as a teaching method to develop pupils or players understanding.

When preparing the lessons, teacher or coach ought to prepare several questions. During the lesson, observe the learning process to think out several new questions arising from the activity done in lesson [ 71 ]. Questions relate to tactics bring in education effective use of active learning, learning though playing the game [ 73 ].

For analysis of an individual and team, tactics is questioning effective method of keeping players encouraged. The term game sense is adopted by [ 74 ] and to refer the approach of tactical learning. They explain game sense as the understanding sense of the game or understanding of how to apply the skills in games.

Secure the emotional security of teaching, that all the players feel free to answer the questions without fear of mockery and insults. In such an environment come unpredictable ideas [ 75 , 76 ]. For perceptual training in sport may be possible using interactive video technology [ 66 ].

Perceptual training would need to invoke the same cognitive processing scheme as would occur in an actual game situation [ 66 ]. When making the decision, coaches take into account the space of the field, man thinking and performance of the skills, because pupil or player can apply the tactics only when he or she can use the proper skills. Coaches commonly used the pressing in the team with possession of the ball and the reduction the time to decision-making too when applying tactical adjustments in small-sided games [ 77 ].

Authors [ 77 ] found the influence of the size of the pitch in the tactical behavior of teams measured by data position metrics. If coaches want to decrease the tactical complexity in the attacking-the-goal-tactical problem, they should bear in mind that the modification of key elements does not necessarily decrease the difficulty of the game [ 78 ]. Variability and flexibility of the behaviors during invasion games seems to be [ 79 ] more affected by the specific tactical constraints of the game and the internal degeneracy process of the players — kind of relationships among players and the context they have to face.

The problem regarding game tactics or tactical principles are motor conditions too, which the players have to face with [ 80 ]. Much more emphasis is given on individual and group-tactical requirements in convergent and divergent tactical thinking [ 81 ]. Tactics is not inherent but it can be learned, so with education and gaining of new knowledge and new experience, it can be real development of tactical awareness of pupils or players.

In the game, the tactics is basic factor for success. Becoming a player from learner in sport games takes hours in the teaching-learning process. Studying tactics has become a subject of great interest [ 31 , 63 , 80 ]. To find the balance of teaching physical skills motor skills and mental skills cognitive skills — this is the question of nowadays didactics. Sport game is as well athletic performance as a cognitive activity. Motivational teaching without directive teaching style allows more independence and active approach of pupils to solve the given tasks.

Pupil or player autonomy encourages internal will. Success of solution is the result of creative thinking; it is the result of finding the right possibility from the amount of variety options. Pupils or players are guided to find creative solution; they discover the optimal option themselves.

For this purpose, teacher should use different teaching methods in case for learners not becoming bored of only one-sided approach by using teaching methods. Creative thinking provides a competitive advantage and possible success. Seeking a successful solution is dependent of individual characteristics e.

Pupils or players build on previous knowledge and experience to find solution of current arisen problem. They become the subject of thinking and finding creative and effective solutions, and then they will find the best one with the control and verifying of teacher or coach, which they can apply. The support of creative teacher brings creative thinking in pupils. Only creative teacher creates creative pupils. To play any sport game requires some cognitive skills for creative thinking to solve occurred situation.

Teacher in classrooms with positive association between creativity and academic achievement [ 82 ] tended to demonstrate more caring behaviors toward students and to provide support that is more emotional to students. The finding of [ 83 ] supported hypothesis that also the body posture influences creative task performances. The embodiment of the open posture was associated with the highest scores across all of the creative indexes when tested in the creative task. The closed posture was detrimental to creativity.

When face to the problem, do it in an open posture to gain more creativity because open posture secure open mind. Research [ 84 ] resulted confirmation that there was a discrepancy between the in school and outside of school creative activities and achievements. They reported significantly more creativity outside rather than in school.

The importance of the game performance is a contribution to didactics of teaching sport games. It is very difficult to measure tactical acting and tactical knowledge. The evolution of tactical assessment has grown considerably, given its importance in game performance [ 80 ]. In their opinion, the contextual problems in a specific game situation are the content of the term of tactical principle.

To be the evaluator-observer for assessing tactics in game it requires a training for this work. It allows the coach not only to assess the effectiveness of the training process, but also to plan the next training process, its focus content, training methods, methodical forms and applying the training means and tools. What is the essence of assessing the game performance? Assessment in the match during the training process fulfills several functions. On the other hand, the second very important function is the formative function.

The assessment is not only the holder of some information informative function , but it also serves as a certain stimulus for personality development formative function. Looking to the sport preparation—diagnosis of game skills is one of the most complex and complicated tasks areas.

For these reasons, the coaches prefer to evaluate some other aspects of game performance, which are much easier.