scholarly journals Game-Based Approaches’ Pedagogical Principles: Exploring Task Constraints in Youth Soccer

2015 ◽  
Vol 46 (1) ◽  
pp. 251-261 ◽  
Author(s):  
Jaime Serra-Olivares ◽  
Sixto González-Víllora ◽  
Luis Miguel García-López ◽  
Duarte Araújo
Keyword(s):  
Decision Making ◽  
Skill Acquisition ◽  
Point Of View ◽  
Soccer Players ◽  
Evaluation Tool ◽  
Task Constraints ◽  
Youth Soccer ◽  
Game Performance ◽  
Decision Making Units ◽  
Pedagogical Principles

AbstractThis study tested the use of two pedagogical principles of Game-based approaches, representation and exaggeration, in the context of game performance of U10 soccer players. Twenty-one players participated in two 3 vs. 3 small-sided games. The first small-sided game was modified by representation. The second small-sided game was modified by enhancing the penetration of the defense tactical problem for invasion games. Decision-making and execution were assessed using the Game Performance Evaluation Tool. No significant differences were observed between games in the number of decision-making units related to keeping possession, nor in those related to penetrating the defense. No significant differences were observed in any execution ability (ball control, passing, dribbling and get free movements). The findings suggested that both games could provide similar degeneracy processes to the players for skill acquisition (specific and contextualized task constraints in which they could develop their game performance and the capability to achieve different outcomes in varying contexts). Probably both games had similar learner-environment dynamics leading players to develop their capabilities for adapting their behaviours to the changing performance situations. More research is necessary, from the ecological dynamics point of view, to determine how we should use small-sided games in Game-based approaches.

scholarly journals The Impact of Nonlinear Pedagogy on Decision-Making and Execution in Youth Soccer Players According to Game Actions

2018 ◽  
Vol 62 (1) ◽  
pp. 185-198 ◽  
Author(s):  
Alba Práxedes ◽  
Fernando Del Villar ◽  
David Pizarro ◽  
Alberto Moreno
Keyword(s):  
Decision Making ◽  
Soccer Players ◽  
Teaching Program ◽  
Evaluation Tool ◽  
Youth Soccer ◽  
Two Phases ◽  
And Performance ◽  
Play Action ◽  
The Impact ◽  
Game Performance

AbstractThe aim of this study was to analyze the effect of a teaching program, based on Non-Linear Pedagogy, on decision-making and performance in youth soccer players as a function of the type of play action. Our participants were 19 players from the U12 age category. The teaching program, which was based on the application of modified games characterized by a numerical superiority in attack, was used for 14 training sessions. This program was conducted in two phases (preparation-for-intervention and intervention). Decision-making and execution for pass and dribbling actions were evaluated through the Game Performance Evaluation Tool. The results showed significant differences in favour of the experimental group in decision-making (p < .000) and the execution of passes (p = .003) after the intervention. However, such differences were not found for dribbling (decision-making, p = .402 and execution, p = .143). These findings demonstrate the effectiveness of this type of program for teaching actions with a high tactical component, such as the pass, and a different approach must be considered in actions with a high technical component, such as dribbling. It is necessary to continue developing studies in this line to clarify these issues.

scholarly journals Effects of 6 Weeks Direct Instruction and Teaching Games for Understanding Programs on Physical Activity and Tactical Behaviour in U-12 Soccer Players

2020 ◽  
Vol 17 (14) ◽  
pp. 5008
Author(s):  
Juan Vicente Sierra-Ríos ◽  
Filipe Manuel Clemente ◽  
Ezequiel Rey ◽  
Sixto González-Víllora
Keyword(s):  
Physical Activity ◽  
Decision Making ◽  
Direct Instruction ◽  
Vigorous Physical Activity ◽  
Soccer Players ◽  
Control Group ◽  
Football Players ◽  
Evaluation Tool ◽  
Teaching Games For Understanding ◽  
Game Performance

The purpose of this study was to compare the effects of 6 weeks direct instruction and teaching games for understanding (TGfU) programs on the decision-making and execution (post-interventions), as well, as on the physical activity (PA) levels during sessions. Thirty under-12 football players participated in this study (age: 10.3 ± 0.45 years) and were randomly assigned to TGfU (n = 15) or direct instruction (n = 15) group. Two sessions/week were implemented. Results revealed that TGfU promoted higher levels (p = 0.043; d = 2.99) of light PA (28.96%) compared with direct instruction (27.55%). Non-significant higher sedentary PA levels (p = 0.073; d = 2.62) were found in the control group (35.48%). In terms of tactical principles, conservation of the ball increased the percentage of moderate to vigorous physical activity in TGfU (43.60%) compared with direct instruction (38.05%). According to the Game Performance Evaluation Tool (GPET), significant improvements (p = 0.018, d = 3.78) of the attacking player with the ball in the percentage of change between groups in the unsuccessful execution in TGfU (% = −62.2) were observed compared with direct instruction (% = 14.2). TGfU seems to be more appropriate than direct instruction to increase the light PA levels during sessions while no significant differences were found between programs in moderate and vigorous intensities. Regarding the effects of programs in decisions, greater improvements in decisions with the ball were found in TGFU compared to DI.

scholarly journals Nivel de adaptación al contexto táctico en futbolistas juveniles (Level of adaptation to the tactical context in youth football players)

Retos ◽  
2021 ◽  
pp. 237-246
Author(s):  
Santiago Gaviria Echavarría ◽  
Mateo Sepulveda Arango ◽  
Santiago Sepúlveda Arango ◽  
Wilder Geovanny Valencia Sánchez ◽  
Jose Albeiro Echeverri Ramos
Keyword(s):  
Soccer Players ◽  
Bivariate Analysis ◽  
Football Players ◽  
Evaluation Tool ◽  
Paired Data ◽  
Youth Soccer ◽  
Average Percentage ◽  
P 16 ◽  
The Times ◽  
Game Performance

  El objetivo del estudio fue describir el nivel de adaptación al contexto táctico en los principios operacionales de conservar, progresar el balón y finalizar en jugadores de fútbol juvenil entre el primer y segundo tiempo de juego. El diseño fue no experimental-descriptivo con participación de 16 futbolistas (Edad Me= 14, RI= 1 años; estatura x̄= 165, DE= .06 cm; masa x̄= 55.29, DE= 5.21 Kg; experiencia deportiva x̄= 7.84, DE= 1.34 años). Se utilizó para la recolección de la información la Herramienta de Evaluación del Rendimiento de Juego valido y confiable para esta edad (α= .97) a través de un juego modificado de fútbol con una estructura 5+portero vs 5+portero. Los datos se resumen con proporciones e intervalos de confianza. En el análisis bivariado se estableció diferencias de proporciones entre el primer y segundo tiempo mediante el test de McNemar para datos emparejados. Se registraron en total 191 unidades de toma de decisión con un promedio de porcentaje de efectividad en los principios del 79.48%. Los resultados mostraron que el principio de conservar tuvo un descenso en el segundo tiempo con relación al primero (-2.26%), sin implicar diferencias significativas (p= .16). Por otra parte, en el principio de progresar el balón tuvo mayor rendimiento en el segundo tiempo (37.33%) encontrando diferencias significativas entre ambos tiempos (p< .01); el principio de finalizar registró una diferencia del 33.33% a favor del segundo tiempo. En la efectividad total de la adaptación al contexto táctico se encontró un mayor rendimiento en el segundo tiempo (24.37%) con diferencias estadísticamente significativas (p< .01). El estudio concluye que los futbolistas tienen una mejor adaptación al contexto táctico en el segundo tiempo que en el primer tiempo en el juego.  Abstract. The objective of the study was to describe the level of adaptation to the tactical context in the operational principles of maintaining possession of the ball, penetrating the defense, and attacking the goal in youth soccer players between the first and second half of the game. The design was non-experimental-descriptive with the participation of 16 soccer players (Age Me= 14, IR= 1 years; height x̄= 165, SD= .06 cm; mass x̄= 55.29, SD= 5.21 kg; sport experience x̄= 7.84, SD= 1.34 years). The valid and reliable Game Performance Evaluation Tool for this age (α = .97) was used to collect the information through a modified soccer game with a structure 5 + goalkeeper vs 5 + goalkeeper. Data are summarized with proportions and confidence intervals. The bivariate analysis, differences of proportions was established between the first and second time using the McNemar test for paired data. A total of 191 decision-making units were registered with an average percentage of effectiveness in the principles of 79.48%. The results showed that the principle of conserving had a decrease in the second half in relation to the first (-2.26%) without implying significant differences (p= .16). On the other hand, the principle of progressing it had a greater performance in the second time (37.33%) finding significant differences between both times (p< .01); in the principle of finishing there is a 33.33% difference between the times. In the total effectiveness of the adaptation to the tactical context, a greater performance was found in the second time (24.37%), finding statistically significant differences (p< .01). The study concludes that soccer players have a better adaptation to the tactical context in the second half than in the first half of the game.

The Effects of Task Constraints on Visual Search Behavior and Decision-Making Skill in Youth Soccer Players

2007 ◽  
Vol 29 (2) ◽  
pp. 147-169 ◽  
Author(s):  
Roel Vaeyens ◽  
Matthieu Lenoir ◽  
A. Mark Williams ◽  
Liesbeth Mazyn ◽  
Renaat M. Philippaerts
Keyword(s):  
Decision Making ◽  
Visual Search ◽  
Eye Movement ◽  
Relative Proportion ◽  
Search Behavior ◽  
Skill Level ◽  
Soccer Players ◽  
Task Constraints ◽  
Youth Soccer ◽  
Response Measures

We examined differences in visual search behaviors and decision-making skill across different microstates of offensive play in soccer using youth participants (13.0-15.8 years) varying in skill and experience. We used realistic film simulations of offensive play, movement-based response measures, and an eye movement registration technique. Playing experience, skill level, and the unique constraints of the task, expressed by the number of players and relative proportion of offensive and defensive players, determined both the observed search behavior and processing requirements imposed on players in dynamic offensive team simulations. Significant differences in performance were observed between players and nonplayers and across three groups of soccer players who differed in skill level. Implications for talent identification and development are considered.

scholarly journals Player-Driven Video Analysis to Enhance Reflective Soccer Practice in Talent Development

2018 ◽  
Vol 8 (2) ◽  
pp. 29-43 ◽  
Author(s):  
Anders Hjort ◽  
Kristoffer Henriksen ◽  
Lars Elbæk
Keyword(s):  
Video Analysis ◽  
Role Models ◽  
Deliberate Practice ◽  
Reflective Learning ◽  
Soccer Players ◽  
Youth Soccer ◽  
Analysis Process ◽  
Analysis Platform ◽  
Analytical Platforms ◽  
Game Performance

In the present article, we investigate the introduction of a cloud-based video analysis platform called Player Universe (PU). Video analysis is not a new performance-enhancing element in sports, but PU is innovative in how it facilitates reflective learning. Video analysis is executed in the PU platform by involving the players in the analysis process, in the sense that they are encouraged to tag game actions in video-documented soccer matches. Following this, players can get virtual feedback from their coach. Findings show that PU can improve youth soccer players' reflection skills through consistent video analyses and tagging; coaches are important as role models and providers of feedback; and that the use of the platform primarily stimulated deliberate practice activities. PU can be seen as a source of inspiration for soccer players and clubs as to how analytical platforms can motivate and enhance reflective learning for better in-game performance.

Do youth soccer players with different tactical behaviour also perform differently in decision-making and visual search strategies?

2020 ◽  
Vol 20 (6) ◽  
pp. 1143-1156
Author(s):  
João Vítor de Assis ◽  
Sixto González-Víllora ◽  
Filipe Manuel Clemente ◽  
Felippe Cardoso ◽  
Israel Teoldo
Keyword(s):  
Decision Making ◽  
Visual Search ◽  
Search Strategies ◽  
Soccer Players ◽  
Youth Soccer

scholarly journals Intra- and Inter-week Variations of Well-Being Across a Season: A Cohort Study in Elite Youth Male Soccer Players

2021 ◽  
Vol 12 ◽  
Author(s):  
Hadi Nobari ◽  
Maryam Fani ◽  
Filipe Manuel Clemente ◽  
Jorge Carlos-Vivas ◽  
Jorge Pérez-Gómez ◽  
...  
Keyword(s):  
Cohort Study ◽  
Sleep Quality ◽  
Muscle Soreness ◽  
Well Being ◽  
Delayed Onset Muscle Soreness ◽  
Point Of View ◽  
Soccer Players ◽  
Early Season ◽  
Youth Soccer ◽  
Delayed Onset

This study describes the weekly variations of well-being ratings relative to fatigue (wFatigue), stress (wStress), delayed-onset muscle soreness (wDOMS), sleep quality (wSleep), and Hooper questionnaire (wHQ) throughout the season. In addition, the well-being variables for the playing position in different moments of the season were discussed. Twenty-one elite young soccer players U17 took part in this study. From the beginning of the pre-season, well-being status was monitored daily by the HQ method throughout 36 weeks, including four periods: (1) pre-season, (2) early-season, (3) mid-season, and (4) end-season. Players trained at least 3 times per week throughout the season. The main outcome was that, in weeks 33 and 28, the highest [wFatigue: 15.85 ± 3.38 arbitrary units (AU); wHQ: 48.86 ± 9.23 AU] and the lowest (wFatigue: 5.38 ± 1.88 AU; wHQ: 20.43 ± 5.49 AU) wFatigue and wHQ occurred, respectively, although the lowest level of wDOMS happened in week 28 (4.86 ± 2.15 AU), while the highest wDOMS was observed in week 5 (14.65 ± 4.16 AU). The highest wSleep (13.00 ± 2.12 AU) and wStress (11.65 ± 2.92 AU) were observed in weeks 8 and 34, respectively, while the lowest wSleep (5.81 ± 2.29 AU) and wStress (3.76 ± 0.94 AU) were marked in week 29 coincidentally. In the HQ between every weekday, except recovery day, and the day of the match (MD), considerable highest HQ was only revealed in 2 days after MD in contrast to overall team comparison. In the present study, we observed that the well-being changes between different phases of the season as well as between weeks and days of the week with the MD are significant. These results provide a great point of view for coaches and practitioners about well-being variations over a season in elite youth soccer level. As a result, coaches will be more aware about non-functional overreaching and taking measures to prevent it.

scholarly journals Manipulación de los condicionantes de la tarea en Educación Física: Una propuesta desde la pedagogía no lineal (Manipulation constraints of the task in Physical Education: A proposal from nonlinear pedagogy)

Retos ◽  
2015 ◽  
pp. 22-27
Author(s):  
Alexander Gil Arias ◽  
M. Perla Moreno Arroyo ◽  
Fernando Claver Rabaz ◽  
Alberto Moreno Domínguez ◽  
Fernando Del Villar Álvarez
Keyword(s):  
Decision Making ◽  
Physical Education ◽  
Intervention Program ◽  
Team Sports ◽  
Assessment Instrument ◽  
Assessment Procedure ◽  
Systematic Observation ◽  
Task Constraints ◽  
Toma De Decisiones ◽  
Game Performance

El objetivo del estudio fue analizar el efecto de manipulación de diferentes condicionantes de la tarea sobre la toma de decisiones y la eficacia de la acción de ataque en voleibol. Se planteó un diseño pre-experimental en el que participaron 22 alumnos de Educación Física con una edad comprendida entre los 12 y 13 años. La variable independiente fue un programa de intervención aplicado durante las 9 sesiones de una Unidad Didáctica, la cual fue diseñada en base a los principios metodológicos de la pedagogía no lineal, centrándose fundamentalmente en manipular condicionantes de la tarea, tales como, espacio de juego, altura de la red y número de participantes. Las variables dependientes fueron la toma de decisiones y la eficacia en la acción de ataque. Ambas variables fueron evaluadas a partir de la observación sistemática, utilizando el “Game Performance Assesment Instrument” (GPAI) (Oslin, Mitchell, & Griffin, 1998) para la toma de decisiones y el “Team Sports Assesment Procedure” (TSAP) (Gréhaigne et al., 1997) para la eficacia de la acción de ataque. Los resultados del estudio determinaron que todos los participantes manifestaron una mejora significativa, tanto en la toma de decisiones como en la eficacia entre la medida pre-test y pos-test. Respecto a estos resultados, el profesor de Educación Física, con el propósito de hacer progresar a los alumnos en su competencia táctica, debe diseñar tareas motrices que sean representativas del juego real y cuya complejidad táctica sea adaptada al nivel de aprendizaje de los discentes.Abstract. The aim of the study was to analyze the effect of manipulating different task constraints, such as play space, net height and number of participants on decision-making and efficacy in the attack action in volleyball. A pre-experimental design, in which 22 students aged between 12 and 13 years participated, was implemented. The independent variable was an intervention program applied during the 9 sessions of a teaching unit, which was designed based on the methodological principles of nonlinear pedagogy, focusing primarily on manipulating the different task constraints referred to above. The dependent variables were the decision-making and the efficacy in the attack action. Both variables were evaluated through the systematic observation of the game action, using the Game Performance Assessment Instrument (GPAI; Oslin, Mitchell, & Griffin, 1998) for decision-making and the Team Sports Assessment Procedure (TSAP; Gréhaigne et al., 1997) for the efficacy of the attack action. The results of the study showed that all participants improved both decision making and efficacy between the pre-test and post-test measures. Regarding these results, Physical Education teachers, with the purpose of advancing students in the tactical competence, should design tasks representative of the game and with a tactical complexity adapted to the learning level of the students.

The effect of manipulating task constraints on game performance in youth field hockey

2017 ◽  
Vol 12 (5) ◽  
pp. 588-594 ◽  
Author(s):  
Ewout A Timmerman ◽  
Damian Farrow ◽  
Geert JP Savelsbergh
Keyword(s):  
Decision Making ◽  
High Intensity ◽  
Field Hockey ◽  
Physical Demands ◽  
Task Constraints ◽  
Notational Analysis ◽  
Game Performance ◽  
Insight Into

The purpose of this study was to examine the influence of manipulating game constraints on match performance in youth field hockey. A total of 25 participants aged 10.6–14.6 years old played four different 25-min games where density (228 m2 or 158 m2 per player) and/or number of players (11 per side or 8 per side) was manipulated. Match performance was determined by using notational analysis and physical demands were determined by using GPS analyses. Manipulating the number of players led to an increase in a successful passes (+2.68 passes), skilled actions (+3.73 skilled actions) and successful actions (+3.77 successful actions) performed per player and also created a more advantageous environment to enhance decision making. Increasing the density led to a decrease in unsuccessful dribbles (−0.59 unsuccessful dribbles) made by players and an increase in high intensity running (+38 m) and sprinting (+21.2 m). The findings of this study provide an insight into the effect of manipulating task constraints in skilled junior field hockey and the findings highlight that all types of constraints influence emergent performance in their unique way and that coaches should consider these interactions to promote specific playing behaviour.

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