{"id":1577,"date":"2024-03-14T11:18:51","date_gmt":"2024-03-14T10:18:51","guid":{"rendered":"https:\/\/basketiqapp.com\/?p=1577"},"modified":"2024-06-26T23:08:16","modified_gmt":"2024-06-26T22:08:16","slug":"criterios-para-valorar-la-calidad-de-las-tareas-de-entrenamiento","status":"publish","type":"post","link":"https:\/\/basketiqapp.com\/fr\/2024\/03\/14\/criterios-para-valorar-la-calidad-de-las-tareas-de-entrenamiento\/","title":{"rendered":"Crit\u00e8res d'\u00e9valuation de la qualit\u00e9 des t\u00e2ches de formation."},"content":{"rendered":"
 <\/div>\n\n\n\n

\"L'apprentissage r\u00e9sulte de ce que l'apprenant fait et pense, et uniquement de ce qu'il fait et pense. L'enseignant ne peut promouvoir l'apprentissage qu'en influen\u00e7ant ce que l'apprenant fait et pense.<\/em><\/p>\n\n\n\n

Herbert A. Simon <\/strong>(1916-2001), chercheur en politique et en sciences cognitives.<\/p>\n\n\n\n

Parmi les responsabilit\u00e9s directes de l'entra\u00eeneur, l'une des plus importantes est la s\u00e9lection ou la conception des t\u00e2ches qui feront partie du processus de formation. De nombreux facteurs influencent la conception des t\u00e2ches. Cependant, dans cet article, nous allons nous concentrer sur les aspects \u00e0 prendre en compte pour construire des situations d'enseignement qui favorisent l'apprentissage des principes ou des concepts du jeu et le d\u00e9veloppement de l'intelligence motrice pour jouer au basket-ball. Il est tr\u00e8s important pour l'entra\u00eeneur de tenir compte de ces crit\u00e8res afin d'\u00e9valuer si les t\u00e2ches propos\u00e9es sont id\u00e9ales pour produire un apprentissage significatif chez ses joueurs.<\/p>\n\n\n\n

<\/p>\n\n\n

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\"\"<\/figure>\n<\/div>\n\n\n

<\/p>\n\n\n\n

    \n
  • 1. Adaptation aux objectifs et au contenu propos\u00e9s<\/em><\/li>\n<\/ul>\n\n\n\n

    L'objectif de la t\u00e2che doit appara\u00eetre plusieurs fois au cours de l'exercice. Si l'objectif d'une t\u00e2che est le tir, les tirs doivent \u00eatre nombreux, si c'est le rebond, ils ne doivent pas cesser de rebondir..... Si l'objectif d'un jeu con\u00e7u pour les joueurs est d'am\u00e9liorer la capacit\u00e9 \u00e0 tirer au panier et que, en moyenne, chaque joueur effectue deux tirs par minute, nous pouvons affirmer que la t\u00e2che permettra d'apprendre d'autres actions, mais le degr\u00e9 de b\u00e9n\u00e9fice en ce qui concerne la capacit\u00e9 \u00e0 tirer est tr\u00e8s faible.<\/p>\n\n\n\n

      \n
    • 2. Adapter les t\u00e2ches au niveau et \u00e0 l'\u00e2ge des joueurs.<\/em><\/li>\n<\/ul>\n\n\n\n

      Les t\u00e2ches d'enseignement doivent respecter les caract\u00e9ristiques, les besoins et les int\u00e9r\u00eats des joueurs cibles. L'analyse des caract\u00e9ristiques doit prendre en compte diff\u00e9rentes dimensions de la personnalit\u00e9 de l'individu : celle qui se rapporte \u00e0 sa maturation biologique ou physique, celle qui se rapporte \u00e0 son \u00e9tat psychologique et celle qui permet d'\u00e9tablir son niveau ou sa capacit\u00e9 motrice (de jeu). Les besoins et les int\u00e9r\u00eats des joueurs doivent \u00eatre respect\u00e9s. Nous nous entra\u00eenons pour eux !
      L'\u00e9tablissement du niveau de difficult\u00e9 de la t\u00e2che devient donc l'un des principaux d\u00e9fis pour l'entra\u00eeneur, qui doit \u00eatre conscient de la n\u00e9cessit\u00e9 de l'aborder sous diff\u00e9rents angles : exigences physiques, psychologiques, tactiques et techniques.<\/p>\n\n\n\n

        \n
      • 3. Quantit\u00e9 de contenu int\u00e9gr\u00e9<\/em><\/li>\n<\/ul>\n\n\n\n

        \u00c9tant donn\u00e9 le temps limit\u00e9 dont nous disposons g\u00e9n\u00e9ralement pour la formation, il est important de travailler simultan\u00e9ment sur le contenu. L'un des crit\u00e8res de qualit\u00e9 des t\u00e2ches est le nombre de contenus qui y sont int\u00e9gr\u00e9s. Des strat\u00e9gies d'enseignement plus globales peuvent \u00eatre plus utiles dans ce sens. Dans ce cas, il est important que le formateur d\u00e9termine quel est le contenu principal de chaque t\u00e2che (afin d'orienter le retour d'information dans cette direction) et quels sont les contenus secondaires qui peuvent \u00eatre donn\u00e9s.<\/p>\n\n\n\n

          \n
        • 4. Degr\u00e9 de participation individuelle et collective<\/em><\/li>\n<\/ul>\n\n\n\n

          L'une des conditions fondamentales de l'apprentissage est une pratique suffisante. La quantit\u00e9 d'entra\u00eenement doit couvrir \u00e0 la fois les aspects techniques et tactiques. \u00c9vitez les exercices avec de longues files d'attente et privil\u00e9giez les t\u00e2ches o\u00f9 les joueurs passent le plus de temps possible \u00e0 travailler.<\/p>\n\n\n\n

            \n
          • 5. Degr\u00e9 d'implication cognitive du joueur<\/em><\/li>\n<\/ul>\n\n\n\n

            Nous ne devons pas seulement utiliser des exercices r\u00e9p\u00e9titifs, mais nous devons \u00e9galement \u00eatre en mesure de travailler sur la prise de d\u00e9cision de mani\u00e8re continue. La perception et la prise de d\u00e9cision sont des \u00e9l\u00e9ments cl\u00e9s dans la formation du joueur.<\/p>\n\n\n\n

              \n
            • 6. Degr\u00e9 de libert\u00e9 pour explorer et r\u00e9soudre les situations de jeu g\u00e9n\u00e9r\u00e9es de mani\u00e8re personnelle.<\/em><\/li>\n<\/ul>\n\n\n\n

              L'un des objectifs du processus de formation sportive devrait \u00eatre de veiller \u00e0 ce que les joueurs disposent d'un degr\u00e9 \u00e9lev\u00e9 d'autonomie, ce qui se justifie du point de vue du fait que ce sont eux qui doivent prendre les d\u00e9cisions lors des matches. Cela est n\u00e9cessaire pour que nos joueurs d\u00e9veloppent leur cr\u00e9ativit\u00e9, qui est un aspect indispensable de notre jeu.<\/p>\n\n\n\n

                \n
              • 7. Degr\u00e9 de transfert dans le jeu r\u00e9el<\/li>\n<\/ul>\n\n\n\n

                Ce que nous pratiquons lors des s\u00e9ances d'entra\u00eenement doit se refl\u00e9ter en comp\u00e9tition. Cela signifie que nos t\u00e2ches doivent refl\u00e9ter la logique interne du jeu et ne pas aller \u00e0 l'encontre des r\u00e8gles ou du fonctionnement du jeu lui-m\u00eame. Le but ultime est la comp\u00e9tition. Tant qu'un \u00e9l\u00e9ment technique ou tactique n'a pas \u00e9t\u00e9 mis en \u0153uvre lors d'un match, il ne peut \u00eatre consid\u00e9r\u00e9 comme acquis.<\/p>\n\n\n\n

                En tant qu'entra\u00eeneurs, nous souhaitons planifier une t\u00e2che lors de nos s\u00e9ances d'entra\u00eenement, nous devons tenir compte de ces 7 facteurs<\/strong>Les crit\u00e8res de qualit\u00e9 doivent \u00eatre pris en compte dans le processus d'apprentissage, et dans quelle mesure ils sont remplis ou non. Cela ne signifie pas que tous les crit\u00e8res doivent toujours \u00eatre remplis, mais nous devons les prendre en compte pour essayer de cr\u00e9er le meilleur sc\u00e9nario d'apprentissage possible.<\/p>","protected":false},"excerpt":{"rendered":"

                  “Learning results from what the learner does and thinks and only from what the learner does and thinks. The teacher can only promote learning by influencing what the learner does and thinks.” Herbert A. Simon (1916-2001), researcher in politics and cognitive sciences. Among the direct responsibilities of the coach, one of the most important […]<\/p>\n","protected":false},"author":4,"featured_media":1613,"comment_status":"open","ping_status":"open","sticky":false,"template":"brizy-blank-template.php","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"ngg_post_thumbnail":0,"footnotes":""},"categories":[13],"tags":[25,21,24],"class_list":["post-1577","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-metodologia","tag-contenidos","tag-entrenamiento","tag-metodologia"],"yoast_head":"\nCriteria for evaluating the quality of training tasks. - BasketIQ APP<\/title>\n<meta name=\"description\" content=\"Aspects to take into account in order to construct teaching situations that favour the learning of game principles or concepts and the development of motor intelligence for playing basketball.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/basketiqapp.com\/fr\/2024\/03\/14\/criterios-para-valorar-la-calidad-de-las-tareas-de-entrenamiento\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Criteria for evaluating the quality of training tasks. - 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