Does the Soccer Training Method Interfere with Psychomotor Development? A Study in Bolivian Children

Abstract

Scientific documents exist that directly address the relationship of the training method with soccer learning, but very few studies relate them to the contents of child psychomotor development. Therefore, the objective of the present study is to establish the relationship of the soccer training method with psychomotor development in children from five to eleven years. A descriptive correlational study of a qualitative approach was conducted. Therefore, observation protocols and guides were used to evaluate psychomotor development subdivided into body domain (balance, general dynamic coordination, visuomotor coordination, and laterality), and motor skills (throwing, receiving and kicking). To know the training method, a semi-structured interview was used with the coaches. Seventy-five children between the ages of 5 and 11 participated. The results show that nearly half of the children present alteration in general dynamic coordination, a significantly higher number at ages of 5 and 8 years. Also, more than half present non-adequate balance between the ages of 5 to 8 years. A high percentage of the children evaluated present non-adequate visuomotor coordination and crossed laterality. Consequently, the soccer learning method corresponds to the analytical one prioritizing technique and tactics with the purpose of imparting contents and fundamentals with physical intensity not recommended for the age apparently interferes and strikes in contents of the harmonious psychomotor development over the globality and integrality of the body construction and promotes the motor refinement of kicking from the age of 5.