{"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\/sv\/2024\/03\/14\/criterios-para-valorar-la-calidad-de-las-tareas-de-entrenamiento\/","title":{"rendered":"Kriterier f\u00f6r utv\u00e4rdering av kvaliteten p\u00e5 utbildningsuppgifter."},"content":{"rendered":"
 <\/div>\n\n\n\n

\"L\u00e4rande \u00e4r resultatet av vad eleven g\u00f6r och t\u00e4nker, och endast av vad eleven g\u00f6r och t\u00e4nker. L\u00e4raren kan bara fr\u00e4mja inl\u00e4rning genom att p\u00e5verka vad eleven g\u00f6r och t\u00e4nker.\"<\/em><\/p>\n\n\n\n

Herbert A. Simon <\/strong>(1916-2001), forskare inom politik och kognitionsvetenskap.<\/p>\n\n\n\n

Bland tr\u00e4narens direkta ansvarsomr\u00e5den \u00e4r ett av de viktigaste urvalet eller utformningen av de uppgifter som kommer att ing\u00e5 i tr\u00e4ningsprocessen. M\u00e5nga faktorer p\u00e5verkar utformningen av uppgifterna. I den h\u00e4r artikeln kommer vi dock att fokusera p\u00e5 de aspekter som m\u00e5ste beaktas f\u00f6r att skapa undervisningssituationer som gynnar inl\u00e4rningen av spelets principer eller koncept och utvecklingen av motorisk intelligens f\u00f6r att spela basket. Det \u00e4r mycket viktigt f\u00f6r tr\u00e4naren att ta h\u00e4nsyn till dessa kriterier f\u00f6r att kunna bed\u00f6ma om de f\u00f6reslagna uppgifterna \u00e4r de ideala f\u00f6r att \u00e5stadkomma betydande inl\u00e4rning hos sina spelare.<\/p>\n\n\n\n

<\/p>\n\n\n

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

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

    \n
  • 1. Anpassning till de f\u00f6reslagna m\u00e5len och inneh\u00e5llet<\/em><\/li>\n<\/ul>\n\n\n\n

    M\u00e5let med uppgiften b\u00f6r dyka upp m\u00e5nga g\u00e5nger under \u00f6vningen. Om m\u00e5let med en uppgift \u00e4r att skjuta, b\u00f6r det finnas m\u00e5nga skott, om det \u00e4r studsande, b\u00f6r de inte sluta studsa..... Om m\u00e5let med ett spel som \u00e4r utformat f\u00f6r spelare \u00e4r att f\u00f6rb\u00e4ttra f\u00f6rm\u00e5gan att skjuta p\u00e5 korgen och i genomsnitt g\u00f6r varje spelare tv\u00e5 skott per minut, kan vi bekr\u00e4fta att uppgiften kommer att g\u00f6ra det m\u00f6jligt att l\u00e4ra sig andra \u00e5tg\u00e4rder men graden av nytta med avseende p\u00e5 skjutf\u00f6rm\u00e5ga \u00e4r mycket liten.<\/p>\n\n\n\n

      \n
    • 2. Anpassa uppgifterna till spelarnas niv\u00e5 och \u00e5lder.<\/em><\/li>\n<\/ul>\n\n\n\n

      Undervisningsuppgifterna b\u00f6r ta h\u00e4nsyn till m\u00e5lspelarnas egenskaper, behov och intressen. Analysen av egenskaperna m\u00e5ste ta h\u00e4nsyn till olika dimensioner av individens personlighet: den som avser hans biologiska eller fysiska mognad, den som avser hans psykologiska tillst\u00e5nd och den som g\u00f6r det m\u00f6jligt att fastst\u00e4lla hans niv\u00e5 eller motoriska (spel)f\u00f6rm\u00e5ga. Spelarnas behov och intressen m\u00e5ste respekteras. Vi tr\u00e4nar f\u00f6r deras skull!
      Att fastst\u00e4lla uppgiftens sv\u00e5righetsgrad blir d\u00e4rmed en av de viktigaste utmaningarna f\u00f6r tr\u00e4naren, som m\u00e5ste vara medveten om behovet av att n\u00e4rma sig den ur olika perspektiv: fysiska, psykologiska, taktiska och tekniska krav.<\/p>\n\n\n\n

        \n
      • 3. M\u00e4ngden integrerat inneh\u00e5ll<\/em><\/li>\n<\/ul>\n\n\n\n

        Med tanke p\u00e5 den begr\u00e4nsade tid vi vanligtvis har till f\u00f6rfogande f\u00f6r utbildning \u00e4r en viktig aspekt att arbeta med inneh\u00e5ll samtidigt. Ett av kvalitetskriterierna f\u00f6r uppgifterna \u00e4r hur mycket inneh\u00e5ll som integreras i dem. Mer globala undervisningsstrategier kan vara mer anv\u00e4ndbara i detta avseende. I det h\u00e4r fallet \u00e4r det viktigt att utbildaren fastst\u00e4ller vilket som \u00e4r huvudinneh\u00e5llet i varje uppgift (f\u00f6r att kunna fokusera \u00e5terkopplingen i den riktningen) och vilket sekund\u00e4rt inneh\u00e5ll som kan ges.<\/p>\n\n\n\n

          \n
        • 4. Graden av individuellt och kollektivt deltagande<\/em><\/li>\n<\/ul>\n\n\n\n

          En av de grundl\u00e4ggande f\u00f6ruts\u00e4ttningarna f\u00f6r inl\u00e4rning \u00e4r tillr\u00e4cklig \u00f6vning. \u00d6vningsm\u00e4ngden b\u00f6r t\u00e4cka b\u00e5de tekniska och taktiska aspekter. Undvik \u00f6vningar med l\u00e5nga k\u00f6er och l\u00e5nga v\u00e4ntetider och fr\u00e4mja uppgifter d\u00e4r spelarna tillbringar s\u00e5 mycket tid som m\u00f6jligt med att arbeta.<\/p>\n\n\n\n

            \n
          • 5. Grad av kognitiv involvering av spelaren<\/em><\/li>\n<\/ul>\n\n\n\n

            Vi f\u00e5r inte bara anv\u00e4nda repetitiva \u00f6vningar, utan vi m\u00e5ste ocks\u00e5 kunna arbeta med beslutsfattande p\u00e5 ett kontinuerligt s\u00e4tt. Uppfattning och beslutsfattande \u00e4r nyckeln i tr\u00e4ningen av spelaren.<\/p>\n\n\n\n

              \n
            • 6. Frihetsgrad att utforska och l\u00f6sa de spelsituationer som genereras p\u00e5 ett personligt s\u00e4tt.<\/em><\/li>\n<\/ul>\n\n\n\n

              Ett av m\u00e5len med den idrottsliga tr\u00e4ningsprocessen b\u00f6r vara att se till att spelarna har en h\u00f6g grad av sj\u00e4lvst\u00e4ndighet, vilket \u00e4r motiverat ur den synvinkeln att det \u00e4r de som m\u00e5ste fatta besluten i matcherna. Detta \u00e4r n\u00f6dv\u00e4ndigt f\u00f6r att v\u00e5ra spelare ska kunna utveckla kreativitet, vilket \u00e4r en n\u00f6dv\u00e4ndig aspekt av v\u00e5rt spel.<\/p>\n\n\n\n

                \n
              • 7. Grad av \u00f6verf\u00f6ring till det verkliga spelet<\/li>\n<\/ul>\n\n\n\n

                Det vi \u00f6var p\u00e5 under tr\u00e4ningen m\u00e5ste \u00e5terspeglas i t\u00e4vlingen. Det inneb\u00e4r att v\u00e5ra uppgifter m\u00e5ste \u00e5terspegla spelets interna logik och inte g\u00f6ra saker som strider mot reglerna eller sj\u00e4lva spelets funktion. Det slutgiltiga m\u00e5let \u00e4r t\u00e4vlingen. Innan ett tekniskt eller taktiskt moment utf\u00f6rs i en match kan det inte betraktas som inl\u00e4rt.<\/p>\n\n\n\n

                N\u00e4r vi som tr\u00e4nare vill planera in en uppgift i v\u00e5ra tr\u00e4ningspass, vi m\u00e5ste t\u00e4nka p\u00e5 dessa 7 faktorer<\/strong>och i vilken utstr\u00e4ckning kvalitetskriterierna uppfylls eller inte. Det betyder inte att alla kriterier alltid m\u00e5ste uppfyllas, men vi m\u00e5ste ta h\u00e4nsyn till dem f\u00f6r att f\u00f6rs\u00f6ka skapa b\u00e4sta m\u00f6jliga inl\u00e4rningsscenario.<\/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\/sv\/2024\/03\/14\/criterios-para-valorar-la-calidad-de-las-tareas-de-entrenamiento\/\" \/>\n<meta property=\"og:locale\" content=\"sv_SE\" \/>\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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