Programa de desarrollo del conocimiento teórico en jóvenes futbolistas a través de la enseñanza comprensiva del deporte

Introduction: theoretical knowledge supports decision-making, autonomy, and reflective thinking. It plays a key role in the holistic development of young athletes, especially in sports like football, where constant interaction with the environment demands adaptive responses. To enhance these skills, a methodological approach based on contextualized games and comprehension strategies is proposed. Objective: to design a grassroots football training program grounded in the Teaching Games for Understanding (TGfU) approach, emphasizing the development of understanding and to analyze its impact on the theoretical knowledge of young football players. Hypothesis: players will develop their theoretical knowledge, reflected in greater conceptual enrichment and a more tactical orientation in the interpretation of game actions. Methodology: a preexperimental study with repeated measures was conducted. Twelve U12 players participated. The 13-session program incorporated six reflective strategies: (1 and 2) game performance self-assessment and peer assessment; (3) guided discovery; (4) use of a tactical board; (5) freeze and reconstruct; and (6) debate of ideas during time-outs. The impact was evaluated through questionnaires, analysis of self-assessed game performance, and the coach’s journal. Results: a significant improvement in theoretical knowledge was observed, along with an evolution in the type of knowledge expressed, with increased presence of tactical components. Three phases were identified: an initial stage of low participation, an intermediate stage of acceptance, active engagement and development, and a final stage of consolidation and transfer. Conclusions: the use of TGfU, with an emphasis on strategies for developing theoretical knowledge, has the potential to improve tactical understanding, foster reflective habits, and enrich players' specific vocabulary.