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Decision-making in team sports necessitates monitoring multiple performers located at different distances (i.e., viewing eccentricities) from a critical information source. The processing of peripheral information is generally impaired under anxiety and when responding to stimuli located at larger eccentricities. These hypotheses have not been sufficiently tested in dynamic performance environments. We examined how pressure and eccentricities affect decision-making and visual behaviour in 4v4 basketball defensive scenarios using a head mounted display. Experienced players monitored plays from the first-person perspective (centre position) and made defensive steps towards opponents threatening the basket from different eccentricities under low- and high-pressure. To tax working memory, participants simultaneously performed a backward counting task. Players responded slower and with lower accuracy to opponents at larger eccentricities. Players mostly fixated on the ball-carrier, but over 50% of fixations were located on peripheral players, indicating that information in the periphery must be frequently updated with foveal vision (i.e., pivot strategy). When pressured, participants increased mental effort and improved counting performance; however, gaze behaviour and decision-making were relatively unaffected. Findings suggest that basketball players respond more quickly to opponents positioned at lower compared to higher eccentricities at the cost of impaired responses to opponents in the periphery.

We revisit an agenda that was outlined in a previous paper in this journal focusing on the importance of skill acquisition research in enhancing practice and instruction in sport. In this current narrative review, we reflect on progress made since our original attempt to highlight several potential myths that appeared to exist in coaching, implying the existence of a theory-practice divide. Most notably, we present five action points that would impact positively on coaches and practitioners working to improve skill learning across sports, as well as suggesting directions for research. We discuss the importance of practice quality in enhancing learning and relate this concept to notions of optimising challenge. We discuss how best to assess learning, the right balance between repetition and practice that is specific to competition, the relationship between practice conditions, instructions, and individual differences, and why a more "hands-off" approach to instruction may have advantages over more "hands-on" methods. These action points are considered as a broad framework for advancing skill acquisition for excellence (SAFE) in applied practice. We conclude by arguing the need for increased collaboration between researchers, coaches, and other sport practitioners.

Geographical regions possess distinct sporting cultures that can influence athletic development from a young age. The United States (US) and Austria both produce elite alpine ski racers, yet have distinct sport structures (i.e., funding, skiing prominence). In this exploratory study, we investigated sport outcomes and psychological profiles in adolescent alpine ski racers attending skill development academies in the US ( N = 169) and Austria ( N = 209). Sport participation and psychological questionnaires (mental toughness, perfectionism, grit, coping, burnout) were administered to athletes. In Austria, athletes participated in fewer extracurricular sports, began competing and training younger, and accumulated less practice hours than athletes in the US. Athletes in the US reported greater burnout than athletes in Austria. Finally, in the US, women accumulated more practice hours and experienced more parental pressure than men, while men accumulated more practice hours in Austria. Austria's skiing-centric sport culture may encourage athletes to fully immerse into the sport, contributing to positive psychological outcomes. Reduced sport opportunities in the US beyond educational institutions may pressure athletes to practice more to ensure continued competitive skiing. Stressors for sport participation will be unique to gender in each country though, given their implicit gender stigmas for sport participation.

In this paper, we outline a systematic testing programme developed to help identify excellence in youth basketball players. We examine the links between biological maturation and training experience with anthropometry, body composition, physical performance, technical and tactical skills from five age-cohorts, and characterize, in detail, facets of their environment. In total, 238 young basketball players aged 11-15 years, clustered into five age-cohorts (11, 12, 13, 14, 15 years) were recruited. We assessed measures across three domains: (1) biological [anthropometry, body composition, biological maturation and physical performance]; (2) skill/game proficiency [technical skills and tactical skills]; and (3) contextual [family support, coach knowledge and competence and club context]. The data were analysed using one-way ANOVAs and multivariate analysis of covariance adjusting for biological maturation and training experience. We report significant differences favouring older basketball players on most biological and skill/game proficiency variables. However, differences between age-cohorts in physical performance and technical skills were mitigated after controlling for the effects of both covariates. In conclusion, our findings highlight the important role of both biological maturation and training experience on youth basketball players' performance and development. We discuss the implications of these findings for research as well as for athletes, parents, coaches and clubs.

We examined the interaction between explicit contextual priors and kinematic information during anticipation in soccer. We employed a video-based anticipation task where skilled soccer players had to predict the direction of the imminent actions of an attacking opponent in possession of the ball. The players performed the task both with and without explicit contextual priors pertaining to the opponent's action tendencies. The strength of the opponent's action tendencies was altered in order to manipulate the reliability of contextual priors ( low vs. high ). Moreover, the reliability of kinematic information ( low vs. high ) was manipulated using the temporal occlusion paradigm. The explicit provision of contextual priors biased anticipation towards the most likely direction, given the opponent's action tendencies, and resulted in enhanced performance. This effect was greater under conditions where the reliability of kinematic information was low rather than high. When the reliability of kinematic information was high, the players used explicit contextual priors of high, but not low, reliability to inform their judgements. Findings suggest that athletes employ reliability-based strategies when integrating contextual priors with kinematic information during anticipation. The impact of explicit contextual priors is dependent on the reliability both of the priors and the evolving kinematic information.

In an effort to evaluate the mechanisms underpinning performance in alpine ski racing, researchers have focused on the predictive validity of measures derived from fitness assessments. However, a limitation of this literature is the absence of practice time, since prolonged training may naturally develop specific fitness capacities, making some tests of physical ability less predictive of performance. We examine the relationship between fitness tests, practice, and performance using linear regressions with fitness test data, practice history data, and performance results from adolescent alpine ski racers attending professional development academies in the United States ( N = 82). Only aerobic capacity (i.e. 20 m shuttle run) was significantly associated with more practice time. After controlling for practice hours, 5.5-6.5% of variance in ski performance was significantly explained by assessments of lower body power (i.e. standing long jump, triple jump), anaerobic capacity (i.e. 60 s box jump), and upper body strength/endurance (i.e. push-ups). Findings highlight the important role of anaerobic power on alpine ski racing performance, which may be developed outside of regular practice, possibly through weight training or physical maturation. The small variance explained by physical/physiological measures suggests that superior ski performance is likely a product of various skills and characteristics (e.g. technical, tactical, perceptual-cognitive, psychosocial).

The use of technology has been proposed to improve decision-making in sport officials. The implementation of the video Assistant Referee (VAR) in association football is one example of how technology can be used to assist decision making, although its impact remains unknown. In 2195 competitive football matches across 13 countries, the VAR conducted 9732 checks for potential match-changing incidents, with the median duration of a check being 22 seconds. The checks resulted in a total of 795 reviews, with a median duration of 62.0 s for on-field reviews ( N = 534) and 15.0 s for VAR-only reviews ( N = 261).We report that the predictive odds for making the correct decision after VAR intervention were significantly higher than for the initial referee's decision, with accuracy increasing from 92.1% to 98.3%. Findings have implications for the current debate about the introduction of technology in association football and may help set guidelines regarding the use of technology across other sports and professional domains.

We examined positive youth development within a high performance sport environment. Youth football players (N = 455; Males = 315; Females = 140) completed a range of questionnaires including: the Youth Experiences Survey for Sport; Self-Confidence subscale of the Competitive State Anxiety Inventory-2 Revised; Sport Competence Inventory; Prosocial and Antisocial Behaviour in Sport Scale; and the modified Coach-Athlete Relationship questionnaire. The players reported a relatively high level of self-confidence, competence and positive youth experiences. They felt a strong coach-athlete relationship and displayed higher levels of prosocial than antisocial behaviour. Males scored significantly higher than females on self-confidence, perceived self-competence, antisocial behaviour to teammates and opponents, relationship with their coach, and cognitive skills. Findings suggest a relationship between high performance sport environments and positive youth development.

Subjective and objective assessments may be used congruently when making decisions regarding player recruitment in soccer, yet there have been few attempts to examine the level of agreement between these methods. Therefore, we compare levels of agreement between subjective and objective assessments of physical qualities associated with youth soccer performance. In total, 80 male youth soccer players (13.2 ± 1.9 years), and 12 professional coaches volunteered to participate. Players were objectively assessed using five fitness measures: Yo-Yo Intermittent Recovery Test Level 1; Countermovement vertical jump; Functional Movement Screen™; 5/20 m sprint; alongside anthropometric measures. Additionally, coaches subjectively rated each player on the same five physical qualities using 5-point Likert scales. Inter-rater agreement between ratings from lead and assistant coaches was established for each age group. Moreover, Bayesian regression models were fitted to determine how well coach ratings were able to predict fitness test performance. Although inter-rater agreement between lead and assistant coaches was moderate-to-substantial ( ω  = 0.48-0.68), relationships between coaches subjective rating's and corresponding fitness test performance were only highly related for the highest and lowest performing players. We suggest that while ratings derived from objective and subjective assessment methods may be related when attempting to differentiate between distinct populations, concerns exist when evaluating homogeneous samples using these methods. Our data highlight the benefits of using both types of measures in the talent identification process.

We study the developmental and professional activities engaged in by 86 female adult soccer players from the senior national teams of Australia, Canada, England, Sweden, and the United States of America. Players completed the Participation History Questionnaire (PHQ) to elicit the amount and type of activities engaged in across their developmental and professional years, including milestones, soccer-specific activity and engagement in other sport activity. Greater specialisation than diversification characterised their childhood developmental activities, including all players starting in soccer in childhood and accumulating more hours in soccer activity than other sports during this period. However, interindividual variation further characterised these childhood activities, with a proportion of players diversifying into other sports and/or soccer play to a greater or lesser degree during childhood when compared to the other players. The amount of coach-led soccer practice increased for all players across their development culminating in an average of 15-16 h/wk across a 40-week season in early adulthood. In contrast, the amount of engagement in other sports and soccer peer-led play varied between players but generally decreased across adolescence to negligible amounts in late adolescence. Findings are commensurate with the deliberate practice framework and early engagement.

At the turn of the millennium, a review paper was published in this journal on talent identification and development in soccer (Williams & Reilly, 2000). In the current paper, we assess progress made in this field over the last twenty years relative to the areas for future research highlighted in the original review. We evaluate developments in light of the calls made by Williams and Reilly to: a) undertake more multidisciplinary rather than mono-disciplinary research; b) embrace longitudinal rather than cross-sectional research designs; c) expand the research base on female football; and, d) better identify the subjective criteria used by scouts when selecting one player over another for entry into a formalised training environment. The body of mono-disciplinary research on this topic continues to expand, and progress has been made in publishing multidisciplinary, prospective, longitudinal data sets, along with advanced statistical modelling procedures, as well as in identifying the experiential criteria used by scouts. We found some variables in these studies have predictive value from adolescence to adult performance level in soccer. We present suggestions for future research to enhance knowledge and understanding of the best practices underpinning the identification and development of future generations of professional players.

It is proposed that experts are able to integrate prior contextual knowledge with emergent visual information to make complex predictive judgments about the world around them, often under heightened levels of uncertainty and extreme time constraints. However, limited knowledge exists about the impact of anxiety on the use of such contextual priors when forming our decisions. We provide a novel insight into the combined impact of contextual priors and anxiety on anticipation in soccer. Altogether, 12 expert soccer players were required to predict the actions of an oncoming opponent while viewing life-sized video simulations of 2-versus-2 defensive scenarios. Performance effectiveness and processing efficiency were measured under four conditions: no contextual priors (CP) about the action tendencies of the opponent and low anxiety (LA); no CP and high anxiety (HA); CP and LA; CP and HA. The provision of contextual priors did not affect processing efficiency, but it improved performance effectiveness on congruent trials. Anxiety negatively affected processing efficiency, but this did not affect the use of contextual priors or influence performance effectiveness. It appears that anxiety and prior contextual information impact attentional resources independent of each other. Findings are discussed with reference to current models of anticipation and anxiety.

Skilled anticipation is underpinned by the use of kinematic and contextual information. However, few researchers have examined what happens when contextual information suggests an outcome that is different from the event that follows. We aimed to bridge this gap by manipulating the relationship between contextual information and final ball location in a cricket-batting task. We predicted that when contextual information is congruent with the eventual outcome then anticipation would be facilitated. In contrast, when contextual information is incongruent, this would lead to a confirmation bias on kinematic information and result in decreased anticipation accuracy. We expected this effect to be larger in skilled performers who are more able to utilise context. Skilled and less-skilled cricket batters anticipated deliveries presented using a temporally occluded video-based task. We created conditions whereby contextual information and event outcome were either congruent or incongruent. There was a significant skill by condition interaction (p < 0.05). The skilled group anticipated significantly more accurately than the less-skilled group on the congruent trials. Both groups anticipated less accurately on incongruent trials, with the skilled participants being more negatively affected. Skilled performers prioritise contextual information and confirmation bias affects the use of kinematic information available later in the action.

Elite soccer players (~15 yr) from professional academies in the UK were rated on technical, tactical, physical and creative skills by coaches at time 1 (T1). Players estimated accumulated hours in soccer practice (coach-led activities) and play (self-led activities) during childhood. Coach-ratings were again collected 2.5 yr later (T2) for players that received a professional contract (~17 yr). Adult-professional status was determined at T3 (~ 20 yr). Skill ratings distinguished across the three "future" groups (academy-only, youth-professional only and adult-professional), for all but creative skill. For players that transitioned to youth-professional, medium sized correlations were noted between childhood practice amounts and technical and creative skill ratings at T1, although practice amounts correlated more strongly with skill ratings at T2. Play amounts were not related to any skills. Within groups of youth elite athletes, domain-specific play in childhood, and to a lesser degree practice, were generally not good discriminators of specific-skills. The effects of sport-specific practice on the development (and discriminability) of skills takes time to emerge. We consider the implications for talent development models and purported links between play and creativity.

We used systematic observation tools to explore the structure (i.e., activity and inactivity) and sequencing (i.e., the types of activities used) of football coaching sessions in Australia following the implementation of a new National Curriculum. Youth soccer coaches (n = 34), coaching within the Skill Acquisition (U11-U13 n = 19) and Game Training (U14-U17 n = 15) phases of the Football Federation Australia National Curriculum participated. Participants were filmed during a regular coaching session, with systematic observation of the session undertaken to provide a detailed analysis of the practice activities and coach behaviours. Findings indicated a session comprised of Playing Form activities (40.9%), Training Form activities (22.3%), inactivity (31%), and transitions between activities (5.8%). Coaches prescribed more Training Form activities (e.g., individual (5.4%) and drills (15.1%)) early in the session and progressed to Playing Form activities (i.e., small-sided games (15.3%) then larger games (24.8%)) later in the session. Most inactivity reflected the players listening to the coach - either in a team huddle (9.9%) or frozen on the spot during an activity (16.5%). In addition, coaches generally spent over 3 min communicating to players prior to explaining and introducing an activity regardless of when in the session the activity was scheduled.

We tested the assumptions of Attentional Control Theory (ACT) by examining the impact of anxiety on anticipation using a dynamic, time-constrained task. Moreover, we examined the involvement of high- and low-level cognitive processes in anticipation and how their importance may interact with anxiety. Skilled and less-skilled tennis players anticipated the shots of opponents under low- and high-anxiety conditions. Participants viewed three types of video stimuli, each depicting different levels of contextual information. Performance effectiveness (response accuracy) and processing efficiency (response accuracy divided by corresponding mental effort) were measured. Skilled players recorded higher levels of response accuracy and processing efficiency compared to less-skilled counterparts. Processing efficiency significantly decreased under high- compared to low-anxiety conditions. No difference in response accuracy was observed. When reviewing directional errors, anxiety was most detrimental to performance in the condition conveying only contextual information, suggesting that anxiety may have a greater impact on high-level (top-down) cognitive processes, potentially due to a shift in attentional control. Our findings provide partial support for ACT; anxiety elicited greater decrements in processing efficiency than performance effectiveness, possibly due to predominance of the stimulus-driven attentional system.

It is acknowledged that the time invested in sport-specific activities contributes to higher levels of performance. However, there is limited understanding of the potential impact of personality traits, such as perfectionism, on engagement in sport-specific activities. In the current study, we examine whether elite youth soccer players who demonstrate higher and lower levels of perfectionistic strivings tendencies can be differentiated based on their sport-specific engagement. The Sport Multidimensional Perfectionism Scale 2 and an adapted Player History Questionnaire were completed by 419 elite youth male soccer players competing at the Australian age-related national youth championships (under 13, n = 133; under 14, n = 166; under 15, n = 120). A quartile split approach was used to separate higher (n = 100) and lower (n = 107) perfectionistic strivings groups. Findings revealed the higher perfectionistic strivings group accumulated more time in sport-specific activities, including coach-led practice, individual practice, peer-led play and indirect involvement in soccer when compared to individuals with lower perfectionistic strivings tendencies. Descriptive analysis indicates this equates to approximately 159 h a year (i.e. 17 h coach-led practice, 22 h individual practice, 60 h of peer-led play and 60 h of indirect involvement) more than the lower perfectionistic strivings group. In summary, the results suggest players with varying levels of perfectionistic strivings may be differentiated based on their engagement in soccer-specific activity in a sample of elite youth players in Australia, and suggests that perfectionistic strivings may have an adaptive influence on sport-specific engagement.

The authors examined the relative effectiveness of explicit internal-oriented instructions, explicit external-oriented instructions, and unguided discovery learning on the performance, acquisition, and learning of a motor skill using novice youth soccer players. Thirty-seven players (age = 9.9 ± 0.7 years) underwent 3 × 30 trials of instruction-specific blocks of practice. The accuracy of lofted soccer kicks was assessed under practice conditions (prior to and after the practice period and after each practice block) and transfer conditions (prior to and after the practice period). Our findings indicated that generalized explicit instructions have detrimental effects on performance, whereas the benefits of unguided discovery learning increase with the amount of practice undertaken and when performing under transfer conditions.

In association football, the difficulty in making offside decisions depends on both perceptual and cognitive processes. Therefore, the objectives of the present study were to enhance the decision-making skills of assistant referees by further developing their ability to (1) time slice the incoming information flow into series of isolated time frames during an ongoing offside situation and (2) use this information to mentally read off the spatial positions of the key-role players. Training (n = 10) and control groups (n = 10) were exposed to a pre- and post-test, consisting of an offside decision-making and frame recognition test. In the latter, assistant referees were asked to indicate which of five photos best represented the spatial position of the defender and attacker at the moment of the pass. Only the training group received 12 web-based offside training sessions. First, the training group improved in mentally freezing, holding and scanning the mental picture of the offside situation in short-term memory from pre- to post-test, as evidenced by an increased recognition accuracy. Second, the improvement in recognition accuracy resulted in enhanced performance on the offside decision-making task. The benefits of web-based training are highlighted.

We examined whether the use of three-dimensional (3D) simulations in an off-field offside decision-making task is beneficial compared to the more widely available two-dimensional (2D) simulations. Thirty-three assistant referees, who were all involved in professional football, participated in the experiment. They assessed 40 offside situations in both 2D and 3D formats using a counterbalanced design. A distinction was made between offside situations near (i.e., 15 m) and far (i.e., 30 m) from the touchline. Subsequently, a frame recognition task was performed in which assistant referees were asked to indicate which of the five pictures represented the previous video scene. A higher response accuracy score was observed under 3D (80.0%) compared to 2D (75.0%) conditions, in particular for the situations near the touchline (3D: 81.8%; 2D: 72.7%). No differences were reported between 2D and 3D in the frame recognition task. Findings suggest that in highly dynamic and complex situations, the visual system can benefit from the availability of 3D information, especially for relatively fine, metric position judgements. In the memory task, in which a mental abstraction had to be made from a dynamic situation to a static snapshot, 3D stereo disparities do not add anything over and beyond 2D simulations. The specific task demands should be taken into account when considering the most appropriate format for testing and training.

Practice plays an important role in skill acquisition, although not all practice is of equal quality. We examined the types of team practice activities in four groups of youth cricket players. The groups were recreational- and elite-children (9 to 12 years of age) and recreational- and elite-adolescent players (13 to 17 years of age). Time motion analysis recorded the duration in two types of practice activities, namely, Training Form and Playing Form. Training Form is mainly drill-type activities, whereas Playing Form is mainly games-based activities. Training Form activity is thought to contain fewer opportunities to develop the perceptual, cognitive and motor skills required for successful performance in competition when compared to Playing Form. Session duration was a mean value of 95, s = 29 min. All players combined spent 69% of session time in Training Form activity and 19% in Playing Form, with the remaining percentage of time spent in transition between activities. Recreational-children spent around half of their time in Playing Form activity, whereas both elite and adolescent groups spent little or no time in this activity. Findings from this research highlight a gap between research and practice that may not be optimal for skill acquisition.

We quantify the nature and frequency of anticipation behaviours in professional tennis using video coding of incidents where the time delay between the opponent's stroke and the reaction of the player were recorded. We argue that anticipation is based on uncertain information and should lead in some situations to erroneous decisions. We identified the transition between reaction (with 100% accuracy in the selection of where the ball is played on the court) and anticipation (with less than 100% accuracy) as being 140-160 ms after ball contact. Anticipation behaviours occurred on between 6.14% and 13.42% of the coded situations. These anticipation behaviours appeared almost exclusively in 'unfavourable' situations, where the opponent had a significant tactical advantage, with the type of playing surface having only a limited effect. Moreover, the decrease in accuracy with shorter response times is not monotonic, with an increase in response accuracy being observed for times shorter than 120 ms before ball contact. We propose that very early anticipation behaviours occur when players use significant context-specific information before the opponent's stroke. When such information is not available, players produce anticipation behaviours that are closer to the moment of ball-racket contact using information that is more likely to be based on the opponent's preparation of the stroke. This study opens new directions for research focusing on the testing and training of anticipation in fast ball sports.

Multisensory perception and action in 3-ball cascade juggling was investigated in intermediate-skilled performers by manipulating vision (full or lower field restricted) or ball weight (equal or different). There were main effects for both independent variables but no interactions. Manipulation of ball weight had a more pervasive effect on performance outcome, as well as central tendency and dispersion of kinematic measures of the juggling action. A common finding to both manipulations was that balls were tossed to higher zeniths, thus increasing parabola height and flight time. For intermediate-skilled jugglers, proprioception-haptics available when the balls were in the hands and vision of the balls and hands around the moment of ball toss and catch both make a contribution to the juggling action.

The relative age effect (RAE) refers to an asymmetry in the birth-date distribution favouring players born early in the selection year and discriminating against participants born later in the year. While the RAE effect was initially reported in sport more than two decades ago, there have been few attempts to examine whether player selection strategies have changed over time in light of our improved understanding of the phenomenon. We compared the birth-date distributions of professional soccer players in ten European countries over a 10-year period involving the 2000-2001 and 2010-2011 competitive seasons, respectively. Chi-square goodness-of-fit tests were used to compare differences between the observed and expected birth-date distributions across selection years. Generally, results indicated no change in the RAE over the past 10 years in professional soccer, emphasizing the robust nature of this phenomenon. We propose a change in the structure of youth involvement in soccer to reduce the impact of the RAE on talent identification and selection.

Coaches are central to talent development in youth soccer and what they say and do impacts on players' achievements and well-being. Researchers have systematically observed coach behaviour and practice activities within this setting (i.e. 'what coaches do'). We review this research in light of contemporary discussion that highlights a potential 'theory-practice' divide. Our main example focuses on the discrepancy between coaching behaviour and research from the sports science sub-discipline areas of motor learning and skill acquisition that relate to how best to design practice sessions and provide instruction (i.e., 'what coaches should probably do'). The underlying reasons for this discrepancy are discussed and recommendations made to address this disparity in research, education and coach behaviours.

We examined whether soccer players with varying levels of perceptual-cognitive expertise can be differentiated based on their engagement in various types and amounts of activity during their development. A total of 64 participants interacted with life-size video clips of 11 versus 11 dynamic situations in soccer, viewed from the first-person perspective of a central defender. They were required to anticipate the actions of their opponents and to make appropriate decisions as to how best to respond. Response accuracy scores were used to categorise elite players (n = 48) as high- (n = 16) and low-performing (n = 16) participants. A group of recreational players (n = 16) who had lower response accuracy scores compared to the elite groups acted as controls. The participation history profiles of players were recorded using retrospective recall questionnaires. The average hours accumulated per year during childhood in soccer-specific play activity was the strongest predictor of perceptual-cognitive expertise. Soccer-specific practice activity during adolescence was also a predictor, albeit its impact was relatively modest. No differences were reported across groups for number of other sports engaged in during development, or for some of the key milestones achieved. A number of implications for talent development are discussed.

We examined the practice activities and instructional behaviours employed by 25 youth soccer coaches during 70 different practice sessions. We evaluated the extent to which these activities and behaviours differ from those shown in contemporary research to best facilitate skill acquisition. Nine coaches worked with the under-9 years age group and eight coaches each with the under-13 and under-16 years age groups; nine of those coaches were employed at the elite level, nine at the sub-elite level, and seven at the non-elite level. Coaches had players spend more time in activities that were deemed less relevant to soccer match performance, termed "training form" (e.g. physical training, technique and skills practices), than activities deemed more relevant, termed "playing form" (e.g. small-sided/conditioned games and phase of play activities). Coaches provided high levels of instruction, feedback, and management, irrespective of the activity in which players engaged. Few differences in practice activities and instructional behaviours were reported across skill and age groups, implying the absence of any notable age- or skill-related progression. Findings are discussed with reference to recent research in the areas of skill acquisition, motor learning, and expert performance.

We highlight the importance of promoting a skills-based agenda in the development and preparation of Olympic athletes. The role that specialists with a background in skill acquisition can play is illustrated and the need to move towards a culture where evidence-based practice permeates all aspects of this process reiterated. We provide examples from contemporary research to illustrate how skill-acquisition theory and practice can help inform and guide practitioners, coaches, and administrators in their quest to develop Olympic athletes. Although the acquisition and refinement of skills are essential to performance in most Olympic sports, paradoxically the area of skill acquisition has not impacted in a concerted and meaningful way on this agenda. Skill-acquisition specialists need to be more proactive in forging links with elite sport, whereas practitioners, coaches, and administrators need to appreciate the important role that sports scientists with a background in this area can play in helping to develop future generations of podium athletes.

The authors examined the importance of local dynamical information when anticipating tennis shot direction. In separate experiments, they occluded the arm and racket, shoulders, hips, trunk, and legs and locally neutralized dynamical differences between shot directions, respectively. The authors examined the impact of these manipulations on resulting (display) dynamics and the ability of participants with varying perceptual skills to anticipate shot direction. The occlusion manipulation affected the display dynamics to a larger extent than did the neutralization manipulation. Although the authors observed a decrement in performance when local information from the arm and racket was occluded or neutralized and when information from the trunk and legs was neutralized, the results generally suggest that participants anticipated shot direction through a more global perceptual approach, particularly in perceptually skilled participants.

We provide an overview of some of the outstanding papers published in the Journal over the last 25 years within the discipline of psychology. Altogether, almost 300 papers had been published in the Journal under the psychology banner at the start of its silver anniversary year. The greatest contribution of papers has come from the motor control and learning and sport psychology sub-areas, with papers focusing on exercise psychology being a more recent addition. Prominent research themes that have emerged from each of the different sub-areas are reviewed and some notable omissions highlighted. Finally, some issues for sport and exercise psychologists to consider in coming years are briefly highlighted.

The authors examined the role of action effects (i.e., ball trajectory) during the performance of a soccer kick. Participants were 20 expert players who kicked a ball over a height barrier toward a ground-level target. The authors occluded participants' vision of the ball trajectory after foot-to-ball contact. Participants in a 1st group received erroneous feedback from a video that showed a ball-trajectory apex approximately 75 cm lower than that of their actual kick, although the ball's landing position was unaltered. Participants in a 2nd group received correct video feedback of both the ball trajectory and the landing position. The erroneous-feedback group showed a significant bias toward higher ball trajectories than did the correct-feedback group. The authors conclude that performers at high levels of skill use the visual consequences of the action to plan and execute an action.

The authors examined the complex interactions between perception, cognition, and expertise by using a film-based decision-making test. They stratified 40 youth soccer players (aged 13.0-15.8 years) into groups by using a within-task criterion. They assigned the players to successful or less successful groups on the basis of their performance on a laboratory-based test of tactical skill. Using soccer-specific film simulations, movement-based response measures, and eye movement registration techniques, the authors determined the players' decision-making processes and skill level. The results showed that investigators can use film-based tests to discriminate soccer players of comparable experience and playing level on the basis of their decision-making skills. When compared with their less successful counterparts, successful decision-makers used more goal-oriented search strategies, which resulted in superior performance, as characterized by faster decision times and greater response accuracy. Successful decision-makers (a) spent more time fixating the player in possession of the ball and (b) alternated gaze more frequently between that player and other areas of the display. An earlier study in which researchers (R. Vaeyens, M. Lenoir, A. M. Williams, L. Mazyn, & R. M. Philippaerts, 2007) stratified participants into groups on the basis of playing level had not revealed those differences. The implication of the present findings is that a within-task criterion provides investigators with a more sensitive approach when they try to identify the mechanisms underlying decision-making skill. Implications for research and practice are discussed.

The authors provide evidence that choking under pressure is associated with changes in visual attention. Ten elite biathlon shooters were tested under separate low-pressure (LP) and high-pressure (HP) conditions after exercising on a cycle ergometer at individually prescribed power output (PO) levels of 55%, 70%, 85%, and 100% of their maximum oxygen uptake. The authors determined difference scores by subtracting each athlete's score in the LP condition from his or her score in the HP condition for heart rate (d-HR), rate of perceived exertion (d-RPE), cognitive anxiety (d-CA), and cognitive worry (d-CW), and final fixation on the target or quiet eye gaze (d-QE). Using regression analysis, the authors determined predictors of accuracy for each HP PO level. At PO 55%, the authors found 3 predictors (d-HR, d-RPE, d-QE) that accounted for .62 of the adjusted R2 variance. Accuracy was higher when d-QE was lower and d-RPE and d-HR were higher than the values found in the LP condition. At PO 100%, however, an increase in d-QE and d-RPE accounted for .58 of the adjusted R2 variance. Accuracy was dependent on an increase in external focus (positive d-QE) independently of heart rate. At the highest PO level, directing visual attention externally to critical task information appeared to insulate the athletes from choking under HP.

In Experiment 1, adult and child participants were instructed to imitate a video model performing a bowling action with or without a ball. Participants imitated the action with greater accuracy without a ball and in general adults were more accurate than children. In Experiment 2, adults and children were shown a video or point-light display of the bowling action. There was no difference in movement form between the adult point-light and video groups. In contrast, children were poorer at reproducing the action when viewing point-light compared with video sequences (P < 0.05). The novel point-light display hindered the children's ability to provide conceptual mediation between the presented information and action requirements. In Experiment 3, a child point-light group was provided with perceptual-cognitive training. The perceptual-cognitive training group demonstrated better movement reproduction than a group who viewed the point-light displays with no training (P < 0.05), although there were no differences between participants who received training and those who viewed a video. Children are able to perceive and use relative motion information from a display after some general training, and the effectiveness of demonstrations needs to be judged relative to the task context.

We compared the nature and rate of change in intra-limb coordination in participants who observed a video model (model) with those who practised based on verbal guidance only (control). Sixteen male novices threw a ball towards a target with maximal velocity using a back-handed, reverse baseball pitch. Participants in the model group immediately changed their intra-limb relative motion to more closely resemble the model's relative motion pattern. This new coordination pattern, and concomitant changes in ball speed, was maintained throughout acquisition, without further change. In contrast, the control group showed no change in coordination or ball speed across acquisition. Our findings suggest that demonstrations act as a rate enhancer, conveying an immediate movement solution that is adopted early in acquisition. A model may constrain the learner to perceive and imitate the model's relative motion pattern as suggested by Scully and Newell (1985). The stability of this new movement pattern questions accounts of learning, which suggest that prescriptive, directed learning may result in the "soft assembly" of an inaccurate and temporary movement solution.

In this article, we examine the question of what information is processed during observational learning by evaluating a variety of methods, theories, and empirical data. Initially, we review work involving neuroimaging techniques and infant imitation. We then evaluate data from behavioural experiments involving adults, wherein a variety of attempts have been made to isolate the critical or minimal information constraining the acquisition of coordination. This body of research has included comparisons between video and point-light displays, manipulations to the amount and type of information presented in the display, the collection of point-of-gaze data, and manipulations to the task context in terms of outcome goals. We conclude that observational learning is governed by specific features of the model's action (i.e. motions of the end effector) and the task (i.e. outcome constraints) and, in contrast with traditional theoretical modelling, more global aspects of a model (i.e. the relative motions within and between joints) do not appear to be the primary method for constraining action execution.

The authors examined the proposal that a motor skill is scaled through physical practice and not through observation of a model. In 4 groups, participants (N = 32) did or did not imitate a model bowling a ball to a target 8 m away. In an assessment phase, those groups did or did not observe the same model bowling a ball to a target 4 m away. Participants who viewed a model in the assessment phase were more accurate and consistent in terms of bowling accuracy than were those who did not. Their shoulder and wrist velocity profiles were more similar to those of the 4-m model than were those of the no-model group. Participants who had previous practice and viewed a demonstration were more accurate at scaling the wrist of the bowling arm. Observing a demonstration facilitates the acquisition of control-related features of a movement. Furthermore, early acquisition of coordination aids the use of velocity information for scaling the endpoint of the primary effector.

A focus of attention on the step-by-step control of a skill has been shown to be detrimental to experts' performance but to have no significant effect on novices' performance (e.g., S. L. Beilock, T. H. Carr, C. MacMahon, & J. L. Starkes, 2002), contrary to the results of manipulations of the direction of attentional focus (e.g., G. Wulf, M. Höss, & W. Prinz, 1998). In previous studies, researchers have not separated the focus of attention from the nature of the instruction provided or the skill level of the participants. In the present experiment, 10 skilled and 10 less skilled soccer players dribbled a ball after receiving instructions directing attention to an internal, skill-relevant feature (foot); an internal, skill-irrelevant feature (arm); or a skill-irrelevant task (word-monitoring). Performance was evaluated in relation to a no-attentional-focus control condition. For skilled performers, an internal focus on the arms and feet interfered with performance. For less skilled performers, an internal, yet skill-relevant, focus of attention (foot) did not degrade performance, whereas attention to the arms and word monitoring had a detrimental effect. No significant differences were observed across the three attentional manipulations when the skilled performers used the nondominant foot. The results generally supported the deautomization of skills hypothesis.

The authors examined the observational learning of 24 participants whom they constrained to use the model by removing intrinsic visual knowledge of results (KR). Matched participants assigned to video (VID), point-light (PL), and no-model (CON) groups performed a soccer-chipping task in which vision was occluded at ball contact. Pre- and posttests were interspersed with alternating periods of demonstration and acquisition. The authors assessed delayed retention 2-3 days later. In support of the visual perception perspective, the participants who observed the models showed immediate and enduring changes to more closely imitate the model's relative motion. While observing the demonstration, the PL group participants were more selective in their visual search than were the VID group participants but did not perform more accurately or learn more.

The potential asymmetries in the birth-date distributions of youth soccer players across ten European countries (2175 age citations) were considered. First, we examined the birth-dates of players representing national youth teams in international competitions. Second, the birth-dates of players representing professional club teams in international youth tournaments were analysed. Kolmogorov-Smirnov tests were used to assess differences between observed and expected birth-date distributions. Regression analyses were employed to examine the relationship between month of birth and number of players in the different samples. The results showed an over-representation of players born in the first quarter of the selection year (from January to March) for all the national youth selections at the under-15 (U-15), U-16, U-17 and U-18 age categories, as well as for the UEFA U-16 tournaments and Meridian Cup. Players with a greater relative age are more likely to be identified as "talented" because of the likely physical advantages they have over their "younger" peers. Some options for reducing the relative age effect are offered.

The acquisition of soccer skills is fundamental to our enjoyment of the game and is essential to the attainment of expertise. Players spend most of their time in practice with the intention of improving technical skills. However, there is a lack of scientific research relating to the effective acquisition of soccer skills, especially when compared with the extensive research base on physiological aspects of performance. Current coaching practice is therefore based on tradition, intuition and emulation rather than empirical evidence. The aim of this review is to question some of the popular beliefs that guide current practice and instruction in soccer. Empirical evidence is presented to dispel many of these beliefs as myths, thereby challenging coaches to self-reflect and critically evaluate contemporary doctrine. The review should inform sports scientists and practitioners as to the important role that those interested in skill acquisition can play in enhancing performance at all levels of the game.