Métodos de enseñanza en los deportes colectivos: de los modelos tradicionales a los modelos ecológicos.

The objective of this article is to examine the evolution of teaching methods in team sports, tracing a progression from traditional mechanistic models, focused on mechanical repetition, to contemporary ecological approaches that emphasize the dynamic interaction between player, environment, and task. A literature review is conducted, analyzing both behavioral and cognitive-constructivist models, highlighting the growing relevance of the latter approach, which places play and decision-making at the center of the teaching-learning process. In this context, we review both classic specific sports pedagogical models, such as Teaching Games for Understanding (TGfU), which promotes the development of tactical awareness through modified and simplified games, and contemporary models based on ecological-dynamic theories, such as Nonlinear Pedagogy (NLP) and the Constraints-Led Approach (CLA), highlighting their focus on self-organization, constraint manipulation, and the creation of affordance-rich environments to foster adaptive learning and player development. Thus, ecological-dynamic models, which focus on the manipulation of rules and constraints in tasks, allow for the development of high levels of variability, cognitively engaging the subject and thus enriching the physical, technical, tactical, psychological, and social development of young people. In conclusion, it should be noted that understanding these models and their practical implications is crucial for optimizing the teaching-learning process in the context of team sports, directly influencing the motivation, autonomy, decision-making, and performance of young athletes.