Search

The present study examined the efficacy of a coaching curriculum, based on non-linear pedagogy, on improving attacking players' individual learning objectives (ILOs) in elite-youth football. Participants included 22 attacking players (i.e., centre-forwards, wide-players and attacking midfield players) from a professional football academy in England. The players were randomly appointed to both control (CON) and intervention (INT) periods following baseline measures. The INT (non-linear) and CON (linear) periods were both designed to support the ILOs provided to each player as part of the elite player performance plan. The study adopted a randomised cross-over design and ILOs considered important for attacking players (i.e., strong foot finishing, weak foot finishing, 1-v-1 and decision-making) were evaluated using the Loughborough Shooting Skill Test. The results showed significant differences for INT in 1-v-1 (P< 0.02) and decision-making (P< 0.01). However, there were no significant differences for strong foot finishing, weak foot finishing or time taken. These results support non-linear pedagogy in developing 1-v-1 game play and decision-making but not for technical shooting proficiency. [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]

Social factors and psychological characteristics can influence selection and development in talent pathways. However, the interaction between these two factors is relatively unknown. The aim of this study was to investigate the implications of socioeconomic status and psychological characteristics in English academy soccer players ( n  = 58; aged 11 to 16 years). To assess socioeconomic status, participants' home postcodes were coded according to each individual's social classification and credit rating, applying the UK General Registrar Classification system and Cameo TM geodemographic database, respectively. Participants also completed the six factor Psychological Characteristics for Developing Excellence Questionnaire (PCDEQ). A classification of 'higher-potentials' ( n  = 19) and 'lower-potentials' ( n  = 19) were applied through coach potential rankings. Data were standardised using z-scores to eliminate age bias and data were analysed using independent sample t-tests. Results showed that higher-potentials derived from families with significantly lower social classifications ( p  = 0.014) and reported higher levels for PCDEQ Factor 3 (coping with performance and developmental pressures) ( p  = 0.007) compared to lower-potentials. This study can be used to support the impetus for researchers and practitioners to consider the role of social factors and psychological characteristics when selecting and developing sporting talent. For example, facilitating player-centred development within an academy and, where necessary, providing individuals with additional support.