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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.

The aim of this study was to update the metabolic power (MP) algorithm (PV˙O2, W·kg -1 ) related to the kinematics data (P GPS , W·kg -1 ) in a soccer-specific performance model. For this aim, seventeen professional (Serie A) male soccer players (V˙O2max 55.7 ± 3.4 mL·min -1 ·kg -1 ) performed a 6 min run at 10.29 km·h -1 to determine linear-running energy cost (C r ). On a separate day, thirteen also performed an 8 min soccer-specific intermittent exercise protocol. For both procedures, a portable Cosmed K4b 2 gas-analyzer and GPS (10 Hz) was used to assess the energy cost above resting (C). From this aim, the MP was estimated through a newly derived C equation (P GPSn ) and compared with both the commonly used (P GPSo ) equation and direct measurement (PV˙O2). Both P GPSn and P GPSo correlated with PV˙O2 (r = 0.66, p < 0.05). Estimates of fixed bias were negligible (P GPSn = -0.80 W·kg -1 and P GPSo = -1.59 W·kg -1 ), and the bounds of the 95% CIs show that they were not statistically significant from 0. Proportional bias estimates were negligible (absolute differences from one being 0.03 W·kg -1 for P GPSn and 0.01 W·kg -1 for P GPSo ) and not statistically significant as both 95% CIs span 1. All variables were distributed around the line of unity and resulted in an under- or overestimation of P GPSn , while P GPSo routinely underestimated MP across ranges. Repeated-measures ANOVA showed differences over MP conditions ( F 1,38 = 16.929 and p < 0.001). Following Bonferroni post hoc test significant differences regarding the MP between P GPSo and PV˙O2/P GPSn ( p < 0.001) were established, while no differences were found between PV˙O2 and P GPSn = 0.853). The new approach showed it can help the coaches and the soccer trainers to better monitor external training load during the training seasons.p = 0.853). The new approach showed it can help the coaches and the soccer trainers to better monitor external training load during the training seasons.

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., Competing Interests: The authors have declared that no competing interests exist.

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 = .014, d = 1.7, and p < .001, d = 1.7, respectively) and jumps (6 ± 5; p = .002, d = 1.7 and p < .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 = .001, d = 1.6, and p = .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.

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.

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.

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

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

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

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]

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]

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]

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]