其他摘要：The aim of this study was to evaluate time management in practice sessions given by two groups of teachers, novice (n=9, age: 22.4 ± 1.0 years and experience: 1.0 year) and experienced (n=3, age: 34.0 years and experience: 10.8 ± 8.5 years). In order to perform this study, we observed 2 practice sessions of each teacher, (24 totals). The instruments and the equipment we required for the construction of this study was a registry sheet in which the episodes were observed by duration throughout all the practice session. As dependent variable we used (i) Non Motor Commitment Time (divided in Instruction, Organization and Task Transition) and (ii) Motor Commitment Time (segregated in General Motor Activity, Technical Specific Motor Activity, Tactical Specific Motor Activity and Game). Results confirmed experienced teachers as more effective on managing practice available time, once they dedicated more time to Motor Commitment Time. Results also revealed that experienced teachers use the practice time quite more effectively on the Motor Commitment Time (77.76%) in comparison to the novice teachers (72.74%). There is a notorious difference in the Tactical Specific Motor Activity, where the experienced teachers combined 44.08%, whereas the novice teachers present only 17.56%, providing a great difference at this component. These results suggest that experienced teachers prefer small-sided games, game situations, where the athletes/students will have a bigger benefit on the technical aspects but especially on the tactical issues, than when using the formal game. Therefore, we can conclude that if experienced teachers reinforce time dedicated to tactical issues, novice should adapt their management of time available, insisting on game-like situations were participation is more effective and were athletes/students could develop several individual and collective skills at the same time.
