we have to take into account that he elaborated this evolution of stages of knowledge from the observation of the game of marbles. An activity that is simply a game of rules, typical of childhood and without any adult evolution. Therefore, there are no interactions with adults, nor pressure from other older players who impose other points of view thanks to their prestige. This means that we find ourselves in an activity clearly marked by the interaction between equals, with which the children studied by Piaget can arrive more quickly to become aware of their autonomy. But in sports games or activities such as football or hockey, however, there is always the adult game as a model, and the rules are imposed by them and even almost always regulate it (referee, coaches, father, teacher, etc…)
For this reason, other later studies
such as that of Linaza and Maldonado (1987) tried to understand how children learned to play soccer. Carrying out an approximation to the way in which children organize their ideas and how they build what playing ball is, analyzing what rules they elaborate based on their experiences of the game and how they imagine the rules of football to be, who could invent, whether these can be changed and, if so, how it should be done. What they wanted was to know the successive stages through which the game of children passes, from the smallest, until they reach an idea of football close to that of the adult. And a very similar study, based on the previous ones, tried establish that there are similarities in the evolution of the development of the rule with children who practice other epl중계 studying the case of field hockey (Garoz, 2005).
From these studies and the analysis of the clinical interviews
that were carried out with the children, the following classification of levels of game practice ( practical knowledge of the rules of the game ) can be established. Although logically taking into account that not all the subjects analyzed show all the typical characteristics of a level, although they do show the fundamental ones, and that the characteristics of each level must be adjusted to the specific regulations of each sport modality:
The game engine. The child is in a moment where his game is purely motor, of simple coordination of his movements with the mobile. In which there is no idea of a rule as an obligation, since they are not able to understand what a rule is. It is characteristic of children between the ages of one and a half and three or four years.
Level I: Parallel actions. The idea of rule already appears. But each child plays his own game without much interest in what other players do, without coordination between them to achieve an end.
The children have an idea of the objective of their actions,
linked to the most relevant actions of the game. Thus, there can be as many types of football games, for example, as there are purposes, kicking, passing, dribbling.
The rules are not so much regulations as descriptions of what you have to do to play.
They are implicit rules that accompany the explicit role of soccer players, for example, that they play, what they do is play at being soccer players. But even so it is a proper game of rules because his attention shifts from the external model to the coordination of his own actions, resembling more the game of older children than the fictional character of symbolic play.
The development of coordination in the game. From the age of six to eight there is a progressive coordination of the actions of the players. Actions already determined by explicit rules that specify what must be done, but not so much what is done during the game.