The use of small-sided games and inferiority games should be regarded as a simplification of the real game (less selleckbio players, adapted spaces). This is a way of improving technique and tactics, as well as increasing physiological and psychological capacities of players, since the intensity of the exercise can be manipulated, with implications at the level of decision-making and of the visual patterns (Vaeyens et al., 2007). Despite the crucial role of small-sided games in the coaching process, confirmed by the results of this study and well documented in recent scientific literature (Hill-Haas et al., 2008), very few studies are available on the importance of superiority or inferiority games. More importantly, literature is scarce when we try to establish a proper rationale between these items and the needs of futsal players�� development.
Usually, defensive superiority games, such as 1vs2 or 2vs3, are complex game-like situations, which are related with the development of team defensive strategies and therefore, more specific to higher levels of competition (Leite et al., 2011). For these reasons, it is not difficult to understand the lower results obtained in this item, especially those corresponding to novice and intermediate coaches. The results of this study seem to indicate that futsal, as a relatively recent sport, is at a development stage that is closer to the integrated training concept (Sanz and Guerrero, 2005), than to the traditional approaches to teaching/learning in team sports, such as basketball, primarily focused in the development of technique (Rink, 2001) and confirmed by the studies of Leite et al.
(2011) with basketball coaches. Under the current methodology, futsal coaches seem to use more often drills that demand and highlight game intelligence (perception �C analysis �C decision) (Sanz and Guerrero, 2005). Leite et al. (2011) recognized that recent expansion of tactical-dominant models contributed to redefine team sports teaching/learning. In this particular approach, players are stimulated to develop tactical awareness and therefore, skill execution is permanently connected with the players�� performance in game-like situations. Consequently, the foundations of this model suggest that in early stages players should be confronted with tactical problems, helping them to develop their comprehension of the game and leading them to understand the need to optimize their skills in a game environment (Turner and Martinek, 1995).
The results of this study did not confirm the conclusions of Leite et al. (2011) about the different GSK-3 wide-ranging perceptions of basketball coaches, which led the authors to suggest the need for rethinking the models used by less skilled or inexperienced coaches when working with youth players. Futsal coaches, independently of their level of training and experience, attribute great importance to all sports performance factors.