Proceso de enseñanza-aprendizaje-entrenamiento en el minibaloncesto

Introduction: The purpose of this study was to analyze and describe the methodologies employed in the technical and tactical teaching-learningtraining (EAT) in mini-basketball. Materials and Methods: The sample consisted of 22 male students who practiced the mini-basketball category (10 to 12 years-old) and belonged to two groups (A and B) that were trained in different methods of EAT. The protocol developed by Stefanello was used to categorize and classify the training sessions. Results: In Group A, the use of situational and mixed method (named analytical-global) was predominant. In Group B, there was an emphasis on analytical method using. The calculation of χ2 confirmed significant differences between groups for conditions of tasks parameter. This parameter consists of individual foundation (χ2=14.48, p<0.05), combination of foundations (χ2=56.51, p<0.05), game complex 1 (χ2=45.75; p<0.05) and game complex 2 (χ2=45.8, p<0.05) categories. In tasks parameter there were also significant differences in the technical acquisition (χ2=23.45, p<0.05), in the technique diversification and fixation (χ2=22.5, p<0.05), in the technique application (χ2=10, p<0.05) and in the competition (χ2=46.21, p<0.05) category. Discussion: Therefore, it was observed that the use of alternative EAT methods focused on tactic improves the technical and tactical performance of basketball practitioners.