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IntroductionPhysical trainers (PTs) are integral for managing load, reducing injury and optimizing performance in professional soccer. However, little is known about how this practitioners operate in the applied setting and how some of the nuances experienced influence practice.MethodsThis study explored the contemporary practices of PTs in professional soccer. Semi-structured interviews were undertaken with eight PTs from different professional teams in European and South American leagues. Interview questions were designed to extract information on the evaluation of physical abilities, monitoring and control of training and injury prevention. Subsequently, the interviews were video-recorded, transcribed, translated and analyzed using a content analysis approach.ResultsThe results suggest that the evaluation of physical capacities is carried out by PTs at the beginning of the preseason. It also appears that it is attempted that this process of regular testing is applied during the competitive period, with most participants conducting partial physiological and physical evaluations at different stages throughout the competitive season. In relation to the monitoring and control of training, subjective feedback scales are used to estimate the internal load, and the use of GPS devices is common to quantify external loads. Injury prevention programmes were implemented by all participants and were generally in a multi-component format focused on preventing or optimizing physical capabilities.DiscussionThese insights can be used as a scientific reference point to inform applied practice in professional soccer, especially for practitioners that are inexperienced and aspiring to enhance how they operate in the field. Future investigations should explore the practices of PTs in detail and across a wider network in order to gain deeper and comprehensive insights into the applied soccer environment.

We examined the effect of physiological workload on gaze behaviour during defensive performance in 2 vs. 1 +goalkeeper game situations in football. Twenty-two players were assigned to either a high- or low-performing group based on a validated measure of tactical performance. A total of 12 game sequences (trials) were presented under high- and low-workload conditions. At the end of each sequence, participants were asked to indicate their perceived exertion using the Rating Scale of Mental Effort and the Borg Scale. The low- and high-workload conditions were defined when the players achieved 60 and 90% of their maximal heart rate, respectively, as per their performance in the Yo-Yo Intermittent Recovery Test. Visual search behaviours were recorded using Tobii Pro eye-movement registration glasses. Players reported higher rates of perceived exertion on the high- compared to low-workload condition. Participants in the low-performing group increased their average fixation duration and decreased the number of fixations and number of fixation locations from the low- to high-workload conditions. The low- and high-performing groups displayed different visual search strategies with regards the areas of interest fixated upon. Participants in the high-performing group focused on the SpaceFrontPlayer, followed by Ball, and AnotherOpponent. The low-performing group spent more time focusing on the SpaceFrontPlayer and SpacePlayer than Ball and AnotherOpponent. It appears that physiological workload and tactical expertise interact in constraining visual search behaviours in football players. Coaches and practitioners should consider ways to manipulate individual and task constraints while attending to the close interplay between physiological workload, visual behaviour, and tactical performance during practise.

The purpose of this study was to understand the perceptions of highly skilled and less skilled volleyball players about the influences that parents, coaches, and peers had on their sport development and performance achievement. Highly skilled (n = 30) and less skilled (n = 30) volleyball players participated in semi-structured retrospective interviews to explain how parents, coaches and peers may have influenced their sport participation. Data was analyzed through a process of content analysis. Results indicated that parents, coaches, and peers had an important influence in player's sport development but differing according to players' expertise level. Concerning to parental influences, tangible support during the early years of development was mentioned by all players. However, parents' level of involvement and parenting styles revealed interesting differences between highly skilled and less skilled players. Highly skilled players perceived a moderate parental involvement and an autonomy-supportive parenting style, while less skilled players referred a excessive parental involvement in players' sport participation. Coaches influences showed to have some similarities in the early years with all players mentioning coaches as caring and recognizing their value as an athlete. However, highly skilled players described a different training environment characterized by a demanding coach, individualized instruction, and specific goal setting. Regarding peers' influence, all players recognized that friends were not only one of the main reasons to start playing volleyball, but also an important source of support to remain engaged and staying motivated to do sport. Highly skilled players, however, mentioned the importance of teammates' positive push and critiques during practice for enhancing their motivation, team cohesion and friendship. They also highlighted the importance of friends outside of sport in the later years of their career by acting as an escape from all the pressure that emerged from volleyball training and competition demands. Overall, these findings highlight different social influences according to the players' expertise level suggesting the need to examine more extensively the nature of significant others' support on athlete and talent development.

Research has revealed how inherent self-organizing tendencies in athletes and sports teams can be exploited to facilitate emergence of dynamical patterns in synergy formation in sports teams. Here, we discuss how game models, and associated tactical principles of play, may be implemented to constrain co-existing global-to-local and local-to-global self-organization tendencies in team sports players during training and performance. Understanding how to harness the continuous interplay between these co-existing, bi-directional, and coordination tendencies is key to shaping system behaviors in sports training. Training programs are traditionally dominated by designs, which shape the self-organizing tendencies of players and teams at a global-to-local scale by coaches imposing a tactical/strategical plan with associated tactical principles of play. Nevertheless, recent research suggests that performers also need to be provided with opportunities to explore self-organizing tendencies that emerge at the local-to-global scale in training. This directional tendency in synergy formation can be facilitated by players being given opportunities to actively explore different adaptive and innovative performance solutions, coherent with principles of play circumscribed in an overarching game model. Developing methods (coaching sessions rooted on principles of dynamical systems theory that foment the development of such local-to-global relations) to exploit the continuous interplay between these co-existing tendencies within sports teams may promote more effective and efficient athlete skill training programs, in addition to enhancing performance.

The present study aimed to investigate how team’s tactical behavior varies within and between age categories in different Small-Sided and Conditioned Games’ configurations and conditions. Twenty non-elite youth male soccer players (U15, n = 10, mean age = 13.5 ± 1.2 years; U17, n = 10, mean age = 16.3 ± 0.5 years) were selected. Thirty-six Small-Sided and Conditioned Games (SSCG) were played in both categories, namely three Representative SSCG (R-SSCG), three Maintaining Ball Possession Games (MBPG) and three Progression to Target Games (PTG) performed for each configuration (Gk+3vs3+Gk and Gk+4vs4+Gk). Teams’ tactical behavior was analyzed based on simple and composite performance indicators, as well as through Lag Sequential Analysis. Rules manipulation and SSCG configurations influenced teams’ tactical behavior on both categories, but in different ways. Teams composed by younger players presented greater difficulties in MBPG played in smaller games configuration, while Gk+4vs4+Gk configuration can be used to enhance teams’ tactical performance of younger players in R-SSCG and MBPG conditions. Moreover, increasing rules manipulations appeared to negatively impact on teams’ exploratory behavior. Therefore, practitioners should carefully manipulate key constraints to adapt task demands to players’ age category and training session’s goals in order to enhance tactical performance.