PEDAGOGICAL INTERVENTION IN TEAM SPORTS: A SYSTEMATIC REVIEW

ABSTRACT The production of literature with intervention programs was analyzed, applied to team sports. The databases consulted on the subject, in the last 20 years, were the Web of Science, Scielo and PubMed. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) guidelines were used with the keywords: team sports and team sports games, associated with the terms: teaching models, sports teaching, teaching-learning-training, pedagogical intervention, tactical-technical performance and cognitive processes, in Portuguese, English and Spanish. After screening with defined criteria, 39 manuscripts were selected to compose the sample. The descriptive analysis showed that the years 2016 and 2018 presented a higher number of publications (17.95% each year); the English language most used in publications (69.24%); football and basketball have comprised the highest number of studies (25.64% and 17.95%, respectively); the teaching programs spanned between 5 and 54 class sessions; the sample of studies with schoolchildren was the most chosen (64.1%); most teaching programs focused on tactics; and the main variables analyzed were tactical knowledge, tactical-technical performance and specific skills. In the production of literature analyzed, there was a tendency in the last 10 years to apply sports teaching programs with tactical approaches and also change and/or add content to these programs, in order to enhance the development of students/athletes. These changes leave open reflections on possible changes in teacher guidance in the praxis in teaching-learning of team sports.摘要：本研究对应用于团队运动的干预课程相关文献产出展开系统性分析。本次研究检索了近20年间该主题下的Web of Science、Scielo及PubMed三大数据库。研究采用系统评价与元分析首选报告条目（PRISMA，Preferred Reporting Items for Systematic Reviews and Meta-analyses）指南开展文献筛选，检索关键词包括团队运动、团队赛事，关联术语涵盖教学模型、体育教学、教-学-训一体化、教学干预、战术-技术表现及认知过程，检索语言覆盖葡萄牙语、英语及西班牙语。经预设筛选标准甄别后，最终纳入39篇文献作为研究样本。描述性统计分析结果显示：2016年与2018年的文献发表量最高，各占总样本的17.95%；英语为最常用的发表语言，占比达69.24%；足球与篮球相关研究占比居首，分别为25.64%与17.95%；单套教学课程的课时跨度为5至54课时；以学龄儿童为研究对象的文献占比最高，达64.1%；多数教学课程聚焦战术维度；核心分析变量包括战术知识、战术-技术表现及专项运动技能。在所分析的文献产出趋势中，近10年呈现出两大发展倾向：一是采用战术导向的体育教学课程，二是对现有课程内容进行调整或补充，以强化学生/运动员的综合发展水平。此类课程调整也为团队运动教-学实践中的教师指导范式优化提供了可供深入探讨的空间。