Impact of the ludocomprehension model on the interpersonal style of the coach, motivation, and game learning in novice handball players
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https://doi.org/10.17979/sportis.2025.11.4.11990Abstract
This study aimed to explore the impact of an educational intervention grounded in the hybridization of the ludotechnical model and teaching games for understanding, referred to as the “ludocomprehensive model” on psychosocial variables and technical-tactical knowledge in handball players at the initiation stage and the perception of their coaches. A mixed-methods approach was used, involving a quasi-experimental design with repeated measures (pretest and posttest), which included a non-randomized experimental group and a control group. The sample included 63 under-12 players (Media age = 10.61; Standard Deviation = 0.68) from two sports clubs in Spain. Qualitative data were gathered through semi-structured interviews with each coach. The findings, supported by the opinions of the coaches, evidenced a greater development in technical-tactical knowledge by the players of the experimental group compared to the control group (7.53 vs. 6.26, p = .01). An increase in perceived autonomy support was also observed over the course of the intervention (3.64 to 3.91, p = .03). However, this was accompanied by signs of uncertainty, as noted by the coaches, potentially explaining the slight decline in autonomous motivation (4.39 to 4.14, p < .01) and self-determination index (8.77 to 7.30, p = .03). These initial findings suggest the need for an adaptation phase when implementing hybrid models, to foster players’ confidence, autonomy, and decision-making capacity.
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