Do planejamento à prática: intenção pedagógica no basquetebol formativo

Abstract

Sport is one of the most relevant cultural manifestations of the 21st century, and basketball, as a team sport involving cooperation, invasion, and opposition, has become firmly established in Brazil, both in male and female categories. Invasion team sports, such as basketball, are characterized by offensive and defensive dynamics that take place in a shared space between two teams pursuing the same goal. Within this context, the teaching-learning-training (T-L-T) process has gained prominence as a field of scientific inquiry, supported by contributions from sport pedagogy. Pedagogical theories and models suggest that the teaching of the game should be based on intentional situations and follow the internal logic of the game (technical, tactical, and strategic), while also promoting the holistic development of students/athletes. Based on this, the objective of the study was to define the pedagogical intention present in the T-L-T process of a youth basketball team, through the monitoring of training sessions. The research was conducted over a full season, using the SIATE tool to analyze pedagogical, external load, and organizational variables, with a team composed of five categories: U12, U14, and U16 boys, and U14 and U16 girls. The study involved observing and analyzing the planned training content and comparing it with what was actually implemented in order to understand the methodological decisions made by the coaches. After a descriptive analysis of the season, results pointed to a predominance of tasks involving numerically balanced game situations, with emphasis on 1v1 and 2v2 in the initial categories, and 5v5 in the more advanced ones. The tasks also prioritized tactical development through small-sided games, with a high number of simultaneous performers and elevated density, bringing students/athletes closer to the real demands of the game. Moreover, a prevalence of offensive tasks was observed, suggesting an imbalance between the phases of the game, and a limited use of time pressure and competition to increase the training load.It is concluded that the team under investigation tends to employ game-based methodologies aligned with the principles of contemporary pedagogical approaches. Furthermore, the comparison between planned and executed sessions revealed moderate agreement in pedagogical variables and primary external load variables. However, statistically significant differences were found in organizational and secondary external load variables, although with small effect sizes. These differences may reflect in-session adaptations made by coaches, particularly regarding organizational aspects. The variables that showed the highest levels of agreement included: the offensive phase, group tactical content, use of smallsided games I, presence of opposition, high simultaneous participation, and elevated density. Therefore, a good to moderate level of alignment was observed, reinforcing a pedagogical intention centered on the game and a training plan focused on tactical and cognitive development. In conclusion, in line with the main objective, it can be defined that the team analyzed demonstrates a pedagogical intention aligned with contemporary trends, using a global-functional method and a game-based strategy.