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Researchers in the field of sport pedagogy have highlighted questioning as a behaviour that facilitates athletes' high-order thinking and problem-solving. However, previous studies have suggested that coaches ask a reduced number of questions during training that are typically convergent and lead players to predetermined responses. Formal coach development programmes (CDPs), intended to encourage the use of questioning, have been scrutinised for their limited impact on coaches' practice. These criticisms have been made without consideration of the instances and situations during training that might present a better opportunity for asking different question types. The purpose of this study was to explore coaches' perceptions concerning potential 'teachable moments' to ask convergent and divergent questions during training at three data collection points, and to associate changes between knowledge and behaviour after a work-based CDP. Six Spanish youth football coaches working for an elite academy were recruited to a longitudinal study. The study involved a six-week CDP delivered by a coach developer, in collaboration with the club's Academy Management Team, and an experienced research team. Data collection occurred throughout 24-months interspersed by a workshop and two directed tasks organised in several stages: (1) Pre-systematic observations (Sep–Dec 2018) and (2) pre-interviews (Jan 2019), to identify coaches' baseline behaviours and knowledge; (3) a workshop & directed task 1 (Feb 2019), encouraging coaches to experiment and self-discover how to implement questioning within their training contexts; (4) a directed task 2 (Feb–Mar 2019), facilitating coaches' video-based and dialogic reflections about their questions; (5) post-systematic observations (Mar–May 2019) and (6) post-interviews (May 2019), capturing changes in knowledge and questioning after the intervention; and (7) consolidation interviews (May 2020), recording coaches' knowledge stabilisation and further developments. Four coaches completed the full CDP, whilst the remaining two coaches did not participate in the second directed task. Qualitative data suggest that all coaches developed their understanding of which moments might be most appropriate to ask convergent or divergent questions. However, only the first group of coaches presented congruent changes between the timing in which they asked questions and their perceptions. This involved higher use of convergent questions (during practice) and divergent questions (in-between practices and when the coach stops practice). Conversely, coaches in the incomplete CDP, decreased or maintained their questioning values within most instances and suggested organisational and contextual factors hindering their engagement in this work-based CDP. Therefore, real opportunities to implement questioning techniques combined with reflective practice assisted by a coach developer are proposed to translate knowledge gained during CDPs into observable behaviours. [ABSTRACT FROM AUTHOR]

The transition of elite youth footballers through academy systems towards the first team is highly complex, competitive, and often unsuccessful. A myriad of factors including technical competence, physical prowess, and the development environment combine to determine youth player progression. Current research has focused on broad investigations of multiple clubs and stakeholders, providing a valuable overview of the key aspects associated with elite youth player transition. This study aimed to provide an in-depth, context-specific investigation of key stakeholders within an elite level club in the United Kingdom (UK). Seven key stakeholders including the head of the academy (n = 1), the head of sports science (n = 1), coaches (n = 3), and lead sports scientists (n = 2) were recruited. Framework analysis led to the development of a practical framework outlining the key facilitators and barriers of youth-to-first-team transition. Facilitators of transition included overcoming adversity, high-level physical prowess, exceptional technical competence, and possessing at least one elite-level attribute. Barriers to transition included a lack of opportunity, lucrative youth player contracts and a lack of development-specific coaching. In addition, the developmental environment and developing individuals within a team environment were key influences on youth-to-first-team transition. This study complements recent broad investigations of the UK and global stakeholders by corroborating many of their findings while providing transferable, context-specific accounts of applied issues related to successful transition to first-team football. [ABSTRACT FROM AUTHOR]

Football, unlike some other team sports, includes limited game interruptions for coaches to easily communicate with players and affect their performance. However, a reduced number of studies have explored how coaches attempt to influence players during half-time. This study examined football coaches' behaviours during half-time and their perceptions underpinning their talks' delivery. Five Spanish coaches (M age = 32.2, SD = 8.8) working for a La Liga academy were systematically observed during half-time talks (n = 20) and participated in a semi-structured interview each. Half-time talks were coded using a modified version of the Coach Analysis and Intervention System, and semi-structured interviews were analysed following thematic analysis procedures. Instruction and feedback were the most employed behaviours for four coaches, with younger age-group coaches employing greater divergent questioning and in-talk player participation. Furthermore, data suggested that coaches conferred with their staff, before entering the changing room and rapidly progressed from divergent to convergent questions and feedback and instruction. The team's 'level of play' was the most perceived relevant factor affecting the verbal and vocal strategies of coaches' messages, albeit the score gained importance for coaches of older age-groups. This study is pioneering, examining how coaches attempt to influence their players during half-time talks of competitive youth football. [ABSTRACT FROM AUTHOR]

In this study, 3,767 balls bowled by international-level fast bowlers across two One-Day International (ODI) tournaments were analysed to determine how to effectively bowl during the "death" phase of an innings (final 10 overs). The results of chi-squared analyses revealed that bowling length, bowling line, batter quality and having wickets in hand were all associated with the concession of runs during the death phase (all p < 0.001). Specifically, the yorker length is revealed to be very effective at restricting runs conceded, whereas the opposite is true for the half-volley and full-toss lengths. The batting side having five or more wickets in hand results in greater than expected runs being scored during the death phase. Furthermore, the results reveal that middle order batters score more runs than their tail-ender team-mates during this death phase, suggesting that middle-order batters have to assume the role of "finishers". From a practical perspective, the results of this study clearly identify areas bowlers can target to constrict the scoring of runs as well as areas they should avoid. Batting strategies in the death phase should consist maintaining five or more wickets in hand and thereby not exposing tail-enders to the bowling attack. [ABSTRACT FROM AUTHOR]

Small/er soccer nations rely strongly on developing youth athletes into experts in adulthood due to financial, logistical, and coach education constraints. One factor that contributes to this expertise is activities engaged in during childhood. Researchers have described these activities by focusing on larger, well-developed countries that often have larger participation rates and higher competition levels than their smaller counterparts. Therefore, to provide more specific information to support talent development in smaller soccer nations, a survey of the youth development system of a small soccer nation was conducted, alongside recording the developmental activities of skilled and less-skilled soccer players within this system. Key stakeholders (e.g., technical director) completed a youth development system survey. Skilled soccer players (n = 12) who were representing their country at U17 level and less-skilled players (n = 13) that had never played for their country completed a Participation History Questionnaire. Skilled players engaged in significantly higher amounts of individual practice in both childhood and early adolescence compared to less-skilled players. Survey data indicated that the greater amounts of individual practice for the skilled players stemmed from a lack of finances, playing facilities, and a formal coach education program. Results from this study may inform future practices and processes in the youth development systems of small/er soccer nations and their national associations. [ABSTRACT FROM AUTHOR]

Introduction: Return to play related research is increasing rapidly, with two recent competency-based frameworks offering conceptualised support for on-field rehabilitation (OFR) decision-making. It is still unknown, however, who is responsible for OFR and how they typically select, monitor, and progress OFR processes., Aims: The purpose of this study was to investigate current OFR practice within English professional football to support practitioners with decision-making and highlight opportunities for future research related to the design, monitoring, and progression of OFR., Methods: Sixty-nine practitioners responsible for the design and implementation of OFR at 69 clubs (75% of the English Premier League and Football League) responded to a survey containing 30 questions (14 open and 16 closed)., Results: The main findings were that therapists (physiotherapists/sports therapists) have the largest influence on OFR, followed by physical performance coaches (sports scientists/strength and conditioning coaches), technical coaches and medical doctors. There was more agreement for the ordering of specific OFR drills earlier in the process when activities are easier to control. The most frequently reported objective monitoring tool was global positioning systems (GPS), with functional/clinical experience/expertise remaining subjectively vital. GPS outputs ( e.g ., sprint metrics and accelerations/decelerations) were most used for between session decision-making, with verbal communication being key for within session decision-making., Conclusion: Future research should use evidence of current practice, such as drill design and monitoring techniques, to explore drill-level analysis and give practitioners greater insights into which stage of current OFR frameworks specific drills fall, and how they might be more objectively progressed/regressed.