フットサルにおける少人数制ゲーム（SSG）が身体パフォーマンスと意思決定に及ぼす影響：システマティックレビュー

BackgroundThe optimization of training in team sports such as futsal necessitates methodologies that integrate physical, technical, and tactical development. While Small-Sided Games (SSG) are a cornerstone of modern pedagogy, their effects are frequently investigated in isolation. Consequently, a knowledge gap persists regarding the interplay between physical adaptations and improvements in decision-making.ObjectiveTo critically analyze and synthesize the scientific evidence on how manipulating SSG variables concurrently impacts both physical performance and tactical decision-making in futsal players.MethodsThis systematic review was performed in accordance with PRISMA guidelines. The Scopus, Web of Science, and ScienceDirect databases were systematically searched up to June 2025 for original studies published in English, Spanish, or Portuguese that examined the effects of SSG variable manipulation on decision-making and/or physical performance.ResultsThis systematic review identified 10 eligible studies, with sample sizes ranging from 8 to 59 participants (total N = 306), that met the inclusion criteria. Regarding decision-making, the narrative synthesis indicated that reducing the number of players (e.g., 2vs2) increases the frequency of individual actions (dribbling, shooting), shifting the tactical focus to 1vs1 problem-solving. In contrast, formats with more players (e.g., 4vs4) foster collective tactical behaviors such as ball possession. In terms of physical performance, these smaller formats were consistently associated with a higher overall physical load. A trade-off between physiological intensity and informational complexity was identified.ConclusionManipulating constraints within SSGs represents a precise and versatile pedagogical strategy. Effective task design requires the deliberate alignment of the tactical problem with the intended physiological stimulus to foster a holistic development of the player. Coaches are thus encouraged to function as 'architects of learning environments' rather than mere prescribers of drills.