This research aimed to determine the effect of two teaching learning methods of global motor tasks and analytical motor tasks in learning the offensive principle of ball game progression (pass, driving and dribbling) in children 9 and 10 years of the River Plate Tulua Sports Club in 2019. This research presented a quantitative approach, with a quasi-experimental design of post-test pre test and control group. It was carried out with three groups, two experimental groups, one under the analytical method, while the other under the global method and the control group for 14 weeks, each consisting of 8 children athletes; While the experimental group 1 was operated under the analytical method, the experimental group 2 was with the global method and the control group continued with its conventional training model. However, as a valuation instrument, the Game Performance Evaluation Tool (HERJ) was used, which assessed the level of success of these individual technical-tactical elements with the ball. Among the most relevant results, it is highlighted that both experimental group 1 and experimental group 2 increased in the number of successes of these technical-tactical elements, but it is highlighted that experimental group 2 that used the global teaching learning method I present an improvement level of 100%, while the experimental group 1, which used the analytical teaching learning method, the increase was 45%. As a more important conclusion, it is established that the two teaching-learning methods had significant effects on the levels of successes of the individual technical-tactical elements offensive with the ball (pass, driving and dribbling) in children 9 and 10 years of age. River Plate Tulua Sports Club.