Taking into account the factors described above, we must bear in mind that we are facing a moment in epl중계 practice where we must channel this cognitive development towards the field of respect for fellow players and for the rules, helping them to understand that the result is not what only important.
On the other hand, the roles and actions of the players are subordinated to the performance of the entire team. And in addition, the second-order rules of serves are approaching their definitive formulation, adding rules to their possible infractions.
It already shows the total regulation of situations
that are more hypothetical than real, no matter how unlikely they are to occur in several Sports. A rule as complex as the offside rule, which involves the integration of various spatial and temporal references, acquires all its complexity. However, in the case of hockey, where that rule no longer exists, we would have to talk about other rules of similar complexity. In this case, we find that the law of advantage is fully understood and also situations and sanctions of dangerous play are contemplated in such a way that they not only take into account the own action and the situation of the opponent, but also the interpretation and consideration of the arbitrator in this matter.
They also try to play well, playing with the rules and with the situations
to which their application leads. What makes them see the convenience of an impartial figure who applies the rules. There is also the possibility of using team tactics or strategies, differentiating their convenience depending on how the match is developing.
Following Piaget, they establish another field of study of the rules of the sports,
reflective knowledge of the rules, awareness of the rule, how children represent the mandatory nature of the rules. For Linaza and Maldonado, it would be more of an implicit knowledge that reflects the child’s spontaneous ideas about the social relations established within the game. And that makes us see to what extent the child conceives these rules as immutable and based on the authority of tradition, or accepts the modification based on the opinion of the rest of the players.
They come to establish that when the rules come
To be conceived as the product of the agreement between the players, they lose their absolute character, and new ways of playing can be invented. But what is interesting is to show the progressive construction that the child carries out of the concept of rule and the active participation that the subject himself carries out, and not being a mere passive recipient of rules elaborated and imposed from the outside.
All of this is observed through questions about the invention and modification of the rules, about the possible evolution of the sports, or about the origin of that game. Coming to divide in five stages the development on this reflexive knowledge of the rules :
Around the age of five or six, the character of the rule appears, which brings with it an external character of the obligation of the rule. With what the rule will then have a heteronomous character, which depends on an external authority. And it does not seem that the child differentiates the obligatory nature of the rules of a game and that of the social rules, linking one with the other. Ages between five and six years.