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Purpose: The powerful activity profile of elite soccer match play has not been documented appropriately to inform specific maximal power assessment and development criteria. The aims of the current study were to develop a reliable soccer-specific powerful action (SSPA) notational analysis coding system that could be used to compare frequency and durations of powerful actions during elite youth soccer match play. Methods: Sixteen elite male English Premier League (EPL) Academy players (19 ± 1 yrs) were recorded by an individual camera during 16 competitive EPL U18 and U21 games. Video footage was analyzed using performance analysis software and SSPAs were coded according to the following categories: initial acceleration, leading acceleration, sprint, unilateral jump and bilateral jump. Results: The SSPA coding system demonstrated very good inter- and intra-rater reliability (kappa coefficients = 0.827). Elite youth EPL soccer players undertook significantly more initial (31 ± 9) and leading (37 ± 12) accelerations than sprints (8 ± 3; p = 0.014, d = 1.7, and p < 0.001, d = 1.7, respectively) and jumps (6 ± 5; p = 0.002, d = 1.7 and p < 0.001, d = 1.7, respectively). Players performed a significantly greater number of initial and leading accelerations with action durations below 1.5 s compared to above 1.5 s (p = 0.001, d = 1.6, and p = 0.002, d = 1.4), respectively. Conclusions: Our SSPA coding system provides a reliable observational instrument for quantifying the frequency and duration of powerful actions performed during elite soccer match play. In our sample of elite youth soccer players, horizontal accelerations of short duration (< 1.5 s) from different starting speeds appear the most dominant powerful action in elite youth soccer match play.

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]

When performing under severe time constraints, sports performers use kinematic and contextual information to facilitate anticipation. We examined the relative importance of these two information sources and their impact on cognitive load and anticipation performance. Cognitive load theory predicts that adding more information sources to a task will increase cognitive load in less-skilled but not skilled performers. Skilled and less-skilled cricket batters anticipated deliveries from bowlers on a life-size screen under 4 conditions that manipulated access to contextual information and included a secondary task. The presence of context enhanced anticipation accuracy for both skilled and less-skilled groups, without affecting cognitive load. Skilled performers used sequencing and game-related contextual information in addition to kinematic information to facilitate anticipation, whereas both groups reported using information pertaining to opponent positioning. Findings highlight the importance of context in anticipation and suggest that the addition of context may not necessarily negatively impact cognitive load.

Performance improvement is thought to occur through engagement in deliberate practice. Deliberate practice is predicted to be challenging, effortful, and not inherently enjoyable. Expert and intermediate level Gaelic football players executed two types of kicks during an acquisition phase and pre-, post-, and retention tests. During acquisition, participants self-selected how they practiced and rated the characteristics of deliberate practice for effort and enjoyment. The expert group predominantly practiced the skill they were weaker at and improved its performance across pre-, post- and retention tests. Participants in the expert group also rated their practice as more effortful and less enjoyable compared to those in the intermediate group. In contrast, participants in the intermediate group predominantly practiced the skill they were stronger at and improved their performance from pretest to posttest but not on the retention test. Findings provide support for deliberate practice theory and give some insight into how experts practice and improve their performance beyond its current level.

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]

Objectives: 1) To evaluate current physical performance tests used within professional male youth soccer; 2) to understand the relationship of these tests performance in relation to specific measures of external and internal training load (TL) to conclude if there is a subsequent change in test performance. Methods: Relevant literature was searched using five electronic databases (PubMed Medline, SPORTDiscus, Web of Science, CINAHL and Scopus), with additional articles identified by the authors. Articles relating to TL and physical development assessment within professional male youth soccer players were evaluated. Results: Database searches yielded 5683 articles following removal of duplicates. After screening the titles, abstracts and full texts, 28 articles were identified. Both external TL (total distance, high speed distance, duration) and internal TL (rating of perceived exertion, training impulse) measures were found to be associated with improvements in physical test performance across both pre-season and in-season phases. Field-based testing was found to be sensitive to changes in physical performance for aerobic capacity, lower body power/strength and sprint performance. However, limited sensitivity to change was found when assessing player agility performance. Conclusion: Future research in this area should look to enhance our understanding of the dose-response of TL with changes in fitness across different age groups in professional male youth soccer. [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]

We examined whether practice activities adopted by professional youth soccer coaches are modulated through the implementation of and engagement with cocreative evidence-based programs. Across two experiments, we used systematic observation to identify the practice activities of seven coaches across 134 sessions. In Experiment A, drill-based and games-based activities were recorded and quantified. To encourage behaviour change across the study, the systematic observation data were compared with skill acquisition literature to provide coaches with quantitative feedback and recommendations during workshops. Postworkshop systematic observation data indicated that practice activities used by coaches changed in accordance with the evidenced-based information (increase in games-based activities) delivered within the workshop. Interview data indicated that coaches typically stated that the workshop was a key reason for behaviour change. In a follow-up Experiment B, feedback and recommendations were delivered using an interactive video-based workshop. The systematic observation data indicated that coaches increased the use of soccer activities that contained active decision making with coaches citing the workshop as a key reason for behaviour change. These findings indicate that coaching practice activities can be supported and shaped through the implementation of cocreated workshops wherein coaches collaborate with sport scientists and researchers to bridge the gap between science and application. [ABSTRACT FROM AUTHOR]

The literature regarding formal coach education and development highlights issues of transference of usable knowledge to the real-world context. This study sought to engage coaches from a Spanish football academy in a longitudinal work-based coach development program (CDP) focused on the delivery of post-match feedback. The CDP was delivered over a 23-month period through collaboration between a sport pedagogue researcher-practitioner, the Academy Management Team, and an experienced research team. The study adopted a case study design, utilizing a multiple method data collection strategy that occurred in several stages: 1) Systematic observations (Sep–Dec 2018) and 2) debrief (Jan 2019), where baseline coach behaviors and underpinning knowledge were recorded; 3) a workshop and a directed task (Mar 2019), encouraging coaches to apply new knowledge; 4) a directed task 2 and reflective interview (Apr/May 2019), facilitating coaches' reflection on their past deliveries and rationalization and planning of their forthcoming sessions' delivery and 5) a consolidation interview (Apr 2020), capturing knowledge stabilization. Qualitative data suggest that there was an increased understanding in the adoption of behaviors including corrective feedback, silence, questioning, and player participation throughout the CDP. In addition, coaches' self-reflection found acceptance of their coaching delivery or a disconnect between their desired and actual behaviors during the delivery of video-based feedback. This study provides a preliminary framework for further implementation and exploration in developing coaches' knowledge and understanding of delivering post-match video-based feedback. [ABSTRACT FROM AUTHOR]

It is approximately 35 years since the publication of the first relative age effect paper in sport and despite the volume of empirical studies, book chapters, conference presentations, and column inches dedicated to this topic we appear to be no further on in eliminating or attenuating this discriminatory practice. This commentary argues that the ongoing use of univariate methods, focusing on primary or secondary analyses of birth-date data, unearthed from previously un-examined contexts is not conducive to stimulating discussion or providing empirical solutions to relative age effects. This paper concludes by suggesting a departure from the traditionally narrow view of relative age inquiry and instead consider the role of transdisciplinary research. [ABSTRACT FROM AUTHOR]

The ability to anticipate and to make decisions is crucial to skilled performance in many sports. We examined the role of and interaction between the different perceptual-cognitive skills underlying anticipation and decision making. Skilled and less skilled players interacted as defenders with life-size film sequences of 11 versus 11 soccer situations. Participants were presented with task conditions in which the ball was located in the offensive or defensive half of the pitch (far vs. near conditions). Participants' eye movements and verbal reports of thinking were recorded across two experiments. Skilled players reported more accurate anticipation and decision making than less skilled players, with their superior performance being underpinned by differences in task-specific search behaviors and thought processes. The perceptual-cognitive skills underpinning superior anticipation and decision making were shown to differ in importance across the two task constraints. Findings have significant implications for those interested in capturing and enhancing perceptual-cognitive skill in sport and other domains. [ABSTRACT FROM AUTHOR]

The current investigation quantified the training and match-play load of elite Gaelic football players across a two-season period using global positioning system technology (GPS), rating of perceived exertion (RPE) and sessional rating of perceived exertion (sRPE). Total weekly workload variables were collected across GPS, RPE, and sRPE across thirty-six elite Gaelic footballers (mean ± SD, age: 26 ± 5 years; height: 177 ± 8 cm; mass: 81 ± 7 kg) from one elite squad during a two-season observational period. External training load variables included: Total distance (m), High speed running (m; ≥ 17.1 km·h−1), Sprint distance (m; 22 km·h−1), Accelerations (n), Average metabolic power (W·kg−1), High-power distance (m; ≥ 25 W·kg−1). Internal load variables included: sRPE and RPE. Repeated measures ANOVA were used to understand the differences in loading patterns across phases, position, and week types when significant main effects were observed a Tukey's post hoc test was applied and standardized effect sizes were calculated to understand the practical meaning of these differences. When total weekly loading across phases was considered total load was significantly greater in club 1 and provincial 1 with these phases showing the highest loading for players when compared to all other phases (p ≤ 0.001; ES: 2.95–7.22; very large). Furthermore, in-season 1 was greater for total loading when compared to in-season 2 and both championship phases (p ≤ 0.05; ES: 0.47–0.54; small). Total distance in training was greater during preseason 1 when compared to all other phases of the season (p ≤ 0.001; ES: 2.95–7.22; very large). During the in-season period, training based total distance was higher during provincial 1 when compared to other phases with similar trends across all measures (p ≤ 0.005). Finally, a positional profile for load measures was observed, with weekly context (match or non-match) having an impact on the internal and external loading players experienced across phases. The current data provide useful information for practitioners on the training periodization currently present within the elite Gaelic football training process. Specifically, the data provide positional profiles of loading across weekly and segmented phased of an elite Gaelic football season. These data can increase understanding as to the periods of increased and decreased loading across different phases of an elite Gaelic football season, while providing a framework for future analysis concerning Gaelic football periodization. [ABSTRACT FROM AUTHOR]

Significant structural, developmental, and financial constraints exist in Scottish soccer that may predicate a different approach to talent identification and development. To our knowledge, no published reports exist evaluating the prevalence of the relative age effect (RAE) in Scottish soccer players. Consequently, the aim of this study was to investigate the prevalence of the RAE among varied playing levels and ages of male Scottish youth soccer players. Birthdates of male youth players (n = 1,230) from U10 to U17 age groups and from playing levels: "Amateur" (n = 482), "Development" (n = 214), and "Performance" (n = 534), alongside a group of male Scottish senior professional players (n = 261) were recorded and categorized into quartiles (Q1 = January–March; Q2 = April–June; Q3 = July–September; and Q4 = October–December) and semesters (S1 = January–June and S2 = July–December) from the start of the selection year. Birthdates were analyzed for: (a) each playing level and (b) each age group irrespective of playing level. For the varied playing levels examined, an RAE was evident in "Development" and "Performance" playing levels only at youth level. When examining each age group, an RAE was observed in U12–U17 players only. While there was a slight asymmetry favoring Q1 born senior professional players, the RAE was not present within this group of our sample. Results from our study suggest that a bias in selecting individuals born earlier in the selection year may exist within male soccer academy structures, but not at amateur level. The asymmetry favoring chronologically older players at youth but not professional level questions the efficacy of this (un)conscious bias within male Scottish soccer players. [ABSTRACT FROM AUTHOR]

Despite the growing qualitative research examining the complexities underlying the delivery of video-feedback, no study has yet explored coaches' actual behaviours within this environment. Thus, this study aimed to explore junior coaches´ behaviours and their underlying rationales during team-based video-feedback. Twenty-two in-season sessions delivered by four junior-elite coaches were filmed and analysed. Following previous studies and advised by a panel of experts, the tool employed was adapted from the Coach Analysis and Intervention System and the Arizona State University Observation Instrument, to represent the study context. Subsequently, semi-structured stimulated recall interviews were conducted to elucidate coaches´ thinking, understanding, and rationalising of their behaviours. Data indicated a prescriptive approach to coaching within the video-feedback environment. Feedback was the most employed behaviour of all coaches, followed by silence, player participation, convergent, and divergent questioning. One coach had player participation as their second most utilised behaviour. Findings demonstrated varied levels of understanding for each coach and evidenced three different types of cognitive dissonance or epistemological gap between coaches´ behaviours and understanding. Therefore, future coach development programmes, specific to video-based feedback, would need to consider each individual coach baseline behaviour and cognitions before intervening. [ABSTRACT FROM AUTHOR]

We examined the developmental activities that contribute to the development of superior anticipation skill among elite cricket batters. The batters viewed 36 video clips involving deliveries from bowlers that were occluded at ball release and were required to predict delivery type. Accuracy scores were used to create two subgroups: high-performing and low-performing anticipators. Questionnaires were used to record the participation history profiles of the groups. In the early stages of development, hours accumulated in cricket and other sports, as well as milestones achieved, did not differentiate groups. Significant between-group differences in activity profiles were found between 13 and 15 years of age, with high-performing anticipators accumulating more hours in structured cricket activity, and specifically in batting, compared with their low-performing counterparts. [ABSTRACT FROM AUTHOR]

Using a two-study approach, the main purpose of this case study was to explore the use of a verbal reporting methodology to better understand the thought processes of soccer talent scouts during an in-situ talent identification environment. Study 1 developed a standardized coding-scheme to examine verbal cognitions during a single soccer game. Study 2 then utilized this methodology to examine two full-time recruitment staff trained in the use of concurrent verbal reporting before undertaking a live, in-game task. Participants also participated in a debrief interview following the game. The findings of the two studies suggest that developing a verbal reporting protocol is viable, however when applied in a live-game environment it is problematic. Future research should therefore consider a modified version of this task to further explore the cognitions of scouts whilst observing and identifying potential talent. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate the effectiveness of styles of play in soccer and the influence of contextual variables (i.e. match status, venue and quality of opposition). Team possessions (n = 68,766) from the 380 matches of the 2015–2016 English Premier League season were collected for this study. The Possession Effectiveness Index, based on Expected Goals and Ball Movement Points metrics, was used to measure the effectiveness of team possessions. Linear mixed models were applied to analyse the influence of contextual variables on the effectiveness score for each style. Results showed that the effectiveness of Direct Play, Counterattack, Maintenance and Crossing significantly increased when teams were winning by two or more goals. Counterattack increased its effectiveness when teams were winning by one goal and reduced its effectiveness when losing by one goal. The effectiveness of Direct Play increased when losing by two goals or more. Playing away negatively affected the effectiveness of Direct Play, Maintenance and High Pressure. In addition, playing against a stronger opposition reduced the effectiveness of all styles of play. The results suggest that the effectiveness of styles of play changes under specific circumstances and that not all contextual variables affect them in the same way. [ABSTRACT FROM AUTHOR]

Purpose: To construct a valid and reliable methodology for the development of position-specific predictors deemed appropriate for talent identification purposes within elite youth soccer in England. Method: N = 10 panel experts participated in a three-step modified e-Delphi poll to generate consensus on a series of generic youth player attributes. A follow-up electronic survey completed by coaches, scouts and recruitment staff (n = 99) ranked these attributes to specific player-positions. Results: A final list of 44 player attributes found consensus using the three-step modified e-Delphi poll. Findings indicated that player-positional attributes considered most important in the youth phase are more psychological and technical than physiological or anthropometric. Despite 'hidden' attributes (e.g., coachability, flair, versatility, and vision) finding consensus on the e-Delphi poll, there was no evidence to support these traits when associated with a specific playing position. Conclusion: For those practitioners responsible for talent recruitment, our findings may provide greater understanding of the multiple attributes required for some playing positions. However, further ecological research is required to assess the veracity of our claims. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The purpose of this scoping review was to examine the potential sociological predictors for identifying talent in junior-elite football. Four academic databases were searched using a systematic search strategy, and nine eligibility criteria were applied to ensure only relevant studies were included. A total of 1107 potential studies were returned for the review. However, 1083 did not meet the eligibility criteria, and a further 12 articles were excluded after further screening. Two follow-up searches yielded one additional article for inclusion. In total, 13 articles were included in the final scoping review. These studies aligned to four potential sociological predictors of talent in football: (1) hours in practice; (2) coach-child interaction; (3) parental support; and (4) education. Each potential predictor is examined in detail with key findings summarized before impact for practice, and future research direction is proposed. [ABSTRACT FROM AUTHOR]

The inside game constitutes an essential aspect of modern basketball, particularly in the National Basketball Association (NBA), in where the best players of the world compete. The purpose of this study was to identify players' dynamics that increase game performance when using inside pass in the NBA, considering game contextual effects. The sample included 808 inside passes from 25 randomly selected matches of the 2011 NBA Playoffs series. A series of logistic regression analyses were used to analyse passers and receivers' actions and their effectiveness during inside passes, both isolated and combined. Main results revealed that the interactions combining passer's previous actions (dribbling or faking) with receiver's cuts towards the basket achieved the highest offensive effectiveness. Performing screens in favour to the receiver was an effective alternative to increase inside passing options since it reduces the defensive pressure. Furthermore, player's actions prior to passing the ball were even more successful if combined and synchronized with the receivers' displacements, especially cutting to the basket. This information allows a better understanding of basketball collective strategies, contributing to the design of precise practice tasks and so improving the training process. [ABSTRACT FROM AUTHOR]

The focus of this study was to examine the nature and function of talent identification in category one football academies in the UK. Data were collected from three participant groups: heads of recruitment (n = 12), recruitment staff (n = 18) and scouts (n = 7). Data were collected by means of semi-structured interviews, conducted either face-to-face or via Skype®. Four themes emerged from the data: (1) league structures in junior grassroots football; (2) reflective practice; (3) looking at the whole player; and (4) luck. The paper concludes by suggesting that there are issues that need to be considered by the football association, county football associations and clubs. Those issues include the organization of leagues in junior football, the education of scouts and recruitment staff around reflective practice and understanding how to identify psycho-social attributes whilst identifying talent. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify and examine factors associated with the identification of talented junior-elite footballers. Three data collection methods were employed: (1) document analysis (4 documents), (2) overt observation (~105 h) and (3) 12 semi-structured one-to-one interviews with staff responsible for player recruitment (M = 70 min). Data were analysed using a constant comparative approach, which allowed flexibility and reflexivity throughout the data collection period. Two core themes concerning the identification of talented players at this academy emerged: "structural issues", which were further categorised as: (1) financial; (2) educational; (3) philosophical or cultural; (4) competition amongst clubs; and (5) hours in practice; and "Current performance and potential talent" which covered issues around growth, maturation and development and psycho-social attributes. The paper concludes by suggesting that clubs should be more proactive in understanding the structural issues that affect talent identification processes, and better educating and supporting staff responsible for recruitment activity. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the study was to assess the validity, objectivity, and reliability of a Soccer-Specific Behaviour Measurement Tool (S-SBMT) in relation to the soccer philosophy of a Category One Premier League soccer academy. Methods: A 30 minute, 8 vs. 8 small-sided game (SSG), played by the U12 squad of the participating academy was used for analyses. Validity was ensured through formulating the S-SBMT definitions with experienced soccer coaches from the same soccer academy. Percentage agreement with a reference value of ±1, 95% Confidence Intervals, median sign and Yule's Q were used to assess objectivity and reliability. Results: High levels of objectivity were found for the number of passes (98.8% agreement), runs with the ball (97.5% agreement), and goal attempts (100%). Reduced objectivity was apparent for forward zonal transitions (75.3%), along with tackles (70.4%), interceptions, (63%), and loose balls (48.1%). Reliability was tested after 1- and 4-weeks, with levels of percentage agreement found to be above the 85% acceptable threshold for most behaviours (passing = 95.1%, runs with the ball = 92.6%, goal attempts = 100%, tackles = 100%). Conclusions: The study demonstrated acceptable objectivity and reliability for S-SBMT behaviours and these findings demonstrate the potential utility of the S-SBMT in monitoring technical actions in a Category One Premier League soccer academy, and a methodological process for other academies to follow in ensuring the quality of performance data. [ABSTRACT FROM AUTHOR]

The aim of the present study was to evaluate the effect of match status, venue, and quality of opposition on the styles of play in soccer. Data were collected from 380 games of the English Premier League from the 2015-2016 season. Linear mixed models were applied to evaluate the influence of these contextual variables on membership scores for Direct Play, Counterattack, Maintenance, Build Up, Sustained Threat, Fast Tempo, Crossing, and High Pressure. The results showed that match status had a significant effect on the eight styles of play (all P < 0.001), venue had a significant effect on all styles of play (P < 0.01) except Counterattack and Maintenance, and quality of opposition had a significant effect on all styles of play (P < 0.05) except Counterattack. Moreover, the interaction between match status and quality of opposition, and venue and quality of opposition showed significant effects on some styles of play. The results of this study imply that contextual variables influence the use of styles of play in soccer match play. Consequently, this provides meaningful recommendations for practitioners in soccer. [ABSTRACT FROM AUTHOR]

Background: Evolving patterns of match analysis research need to be systematically reviewed regularly since this area of work is burgeoning rapidly and studies can offer new insights to performance analysts if theoretically and coherently organized.Objective: The purpose of this paper was to conduct a systematic review of published articles on match analysis in adult male football, identify and organize common research topics, and synthesize the emerging patterns of work between 2012 and 2016, according to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines.Methods: The Web of Science database was searched for relevant published studies using the following keywords: ‘football’ and ‘soccer’, each one associated with the terms ‘match analysis’, ‘performance analysis’, ‘notational analysis’, ‘game analysis’, ‘tactical analysis’ and ‘patterns of play’.Results: Of 483 studies initially identified, 77 were fully reviewed and their outcome measures extracted and analyzed. Results showed that research mainly focused on (1) performance at set pieces, i.e. corner kicks, free kicks, penalty kicks; (2) collective system behaviours, captured by established variables such as team centroid (geometrical centre of a set of players) and team dispersion (quantification of how far players are apart), as well as tendencies for team communication (establishing networks based on passing sequences), sequential patterns (predicting future passing sequences), and group outcomes (relationships between match-related statistics and final match scores); and (3) activity profile of players, i.e. playing roles, effects of fatigue, substitutions during matches, and the effects of environmental constraints on performance, such as heat and altitude.Conclusion: From the previous review, novel variables were identified that require new measurement techniques. It is evident that the complexity engendered during performance in competitive soccer requires an integrated approach that considers multiple aspects. A challenge for researchers is to align these new measures with the needs of the coaches through a more integrated relationship between coaches and researchers, to produce practical and usable information that improves player performance and coach activity. [ABSTRACT FROM AUTHOR]

The aim of this study was to define and categorise different styles of play in elite soccer and associated performance indicators by using factor analysis. Furthermore, the observed teams were categorised using all factor scores. Data were collected from 97 matches from the Spanish La Liga and the English Premier League from the seasons 2006–2007 and 2010–2011 using the Amisco® system. A total of 19 performance indicators, 14 describing aspects of attacking play and five describing aspects of defensive play, were included in the factor analysis. Six factors, representing 12 different styles of play (eight attacking and four defensive), had eigenvalues greater than 1 and explained 87.54% of the total variance. Direct and possession styles of play, defined by factor 1, were the most apparent styles. Factor analysis used the performance indicators to cluster each team’s style of play. Findings showed that a team’s style of play was defined by specific performance indicators and, consequently, teams can be classified to create a playing style profile. For practical implications, playing styles profiling can be used to compare different teams and prepare for opponents in competition. Moreover, teams could use specific training drills directed to improve their styles of play. [ABSTRACT FROM PUBLISHER]

BackgroundPurposeMethodResults and findingsThe predominant instructional method utilised by soccer coaches are verbal instructions that occur whilst (during) players are executing soccer-skill. However, little is known on the specificity of the information contained within. These verbal instructions can guide the learner to either the performance characteristics of a movement (internal focus) or the intended movement effects (external), with the latter known to facilitate superior motor performance, retention, and transfer.The aims in the present study were to quantify the focus of concurrent verbal instructions utilised by professional youth soccer coaches during drill-based (i.e. isolated) practice activities, and to modulate how these instructions are delivered in coaching sessions following the engagement in a coproduced evidence-based educational workshop.Systematic observation was used pre and post the workshop to quantify the nature of verbal instructions delivered by 5 male coaches (31–47 years of age with 4–24 years of coaching experience) across 34 sessions with players from 8 to 13 years of age. For instructions provided during (concurrent) action-execution, we further quantified whether these instructions were focused on motor performance characteristics (internal) or the intended movement outcome effects (external) using criteria outlined in the revised Arizona State University Observation Instrument. To facilitate behaviour change, all coaches engaged in an educational workshop led by skill acquisition specialists (SAS). The workshop was designed so that educational material related to the principles of skill acquisition, and motor control and learning, were presented using a pedagogical delivery method containing verbal information, data presented in illustrations, and videos. In addition, the results that quantified coaching behaviour during the pre-workshop systematic observation period were presented to coaches as quantitative feedback. To guide the coaches to appraise the quantitative feedback in relation to the delivered educational material, the SAS built an educational environment that encouraged discussion opportunities for coaches to compare and appraise feedback with other coaches and process the feedback in relation to data and concepts regarding skill acquisition.The pre-workshop systematic observation data indicated that coaches delivered significantly more (64%) verbal instructions whilst (concurrently) players were executing motor skills, compared to before (15%) or after (21%). Within concurrent feedback, coaches used instructions that had a more internal, compared to external focus of attention. Post-workshop data indicated the coaches significantly changed the utilisation of instructions using a greater proportion of external focus. The data confirms coaches deliver a greater proportion of concurrent verbal instructions during coaching sessions focused training drill-based activities, but engaging in an educational workshop coaches modulated the focus of these instructions from internal to external, indicating behaviour change and an opportunity to facilitate skill acquisition in soccer academy players. [ABSTRACT FROM AUTHOR]

Several researchers have explored the processes underlying perceptual-cognitive expertise, mainly using film-based studies. However, few have compared the extent to which data from film-based settings differ from those obtained through in situ collection. This gap in the literature is a relevant concern, since scientific research is used to provide guidance for designing training programmes. In this paper, eye movement recording and verbal reports of thinking were combined to explore the processes underpinning skilled performance in a representative volleyball task involving both film-based and in situ data collection. Nine volleyball players performed as backcourt defenders while wearing an eye-tracking device and providing verbal reports of thinking after each sequence. A number of significant differences were observed between the data gathered under film-based and in situ conditions. Namely, in the in situ condition participants employed longer fixations (728.11±129.27 ms) than in the film condition (659.57±178.06 ms), and there were differences in the nature of the fixation locations. With respect to verbal reports, participants exhibited superior level of sophistication in the in situ condition (2.57±0.50 vs. 2.30±0.84 in the film condition), while denoting a greater concern with the opponents under this condition (1.00±0.73) than in the film condition (0.59±0.60). These differences emerged despite task design and constraints being highly similar. No differences were apparent in the number of gaze fixations and fixation locations across conditions or in the number of verbalised condition concepts. Although exploratory, our data suggest that the mechanisms underpinning skilled decision-making in sports differ between film-based and in situ conditions. [ABSTRACT FROM AUTHOR]

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Anticipation skill is crucial to high-level performance in many domains. The ability to rapidly encode and retrieve task-specific knowledge from long-term working memory is an essential component of this skill (Ericsson & Kintsch, 1995). Thus far, few researchers have examined how knowledge of the performance context affects anticipation skill. In this study we used a life-size, film-based simulation to examine the mechanisms underpinning anticipation in skilled (N = 10) and less skilled (N = 10) cricket batters. In Test Film 1, random and novel deliveries from ten different bowlers were presented, devoid of any contextual knowledge of the bowlers. In Test Film 2, a sample of deliveries used in Test Film 1 was presented, each being preceded by the previous five deliveries from the same bowler in a standard six-ball over. We compared performance on the same trials across both test films using a counterbalanced, repeated-measures design. Movement-based response measures, eye movement data, and immediate retrospective verbal reports were collected. Skilled batters were more accurate in their anticipatory judgments than less skilled players, with the magnitude of this difference being greater in Test Film 2 compared with Test Film 1. The eye movement data revealed that both groups altered their search behaviors as their knowledge of each bowler increased. Verbal reports indicated that the skilled batters encoded scenes in a richer and more complex manner than their less skilled counterparts, with the number of predictive and evaluative statements increasing as contextual knowledge of each bowler increased. Anticipatory judgments are constrained in an on-going, adaptive manner by the availability of task-specific contextual knowledge, particularly in skilled performers. [ABSTRACT FROM AUTHOR]

An extensive body of work has focused on the processes underpinning perceptual-cognitive expertise. The majority of researchers have used film-based simulations to capture superior performance. We combined eye movement recording and verbal reports of thinking to explore the processes underpinning skilled performance in a complex, dynamic, and externally paced representative volleyball task involving in situ data collection. Altogether, 27 female volleyball players performed as centre backcourt defenders in simulated sessions while wearing an eyetracking device. After each sequence, athletes were questioned concerning their perception of the situation. The visual search strategies employed by the highly-skilled players were more exploratory than those used by skilled players, involving more fixations to a greater number of locations. Highly-skilled participants spent more time fixating on functional spaces between two or more display areas, while the skilled participants fixated on the ball trajectory and specific players. Moreover, highlyskilled players generated more condition concepts with higher levels of sophistication than their skilled counterparts. Findings highlight the value of using representative task designs to capture performance in situ. [ABSTRACT FROM AUTHOR]