scholarly journals Effect of Competitive Anxiety on Passing Decision-Making in Under-17 Soccer Players

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Leonardo de Sousa Fortes ◽  
Raphaella Christinne Ribeiro de Lima ◽  
Sebastião Sousa Almeida ◽  
Romulo Maia Carlos Fonseca ◽  
Pedro Pinheiro Paes ◽  
...  
Keyword(s):  
Decision Making ◽  
Test Validity ◽  
Young Male ◽  
Assessment Instrument ◽  
Soccer Players ◽  
Competitive Anxiety ◽  
Self Confidence ◽  
Game Situation ◽  
A Prospective Study ◽  
Game Performance

Abstract It is not known if competitive anxiety affects decision-making performance in athletes. This study aimed to analyze the effect of competitive anxiety on passing decision-making in young soccer players. This is a prospective study, whose sample consisted of 40 soccer athletes of the under-17 category. The Portuguese version of the Competitive State Anxiety Inventory (CSAI-2R) was filled out by athletes 45 minutes before the start of a soccer match. Decision-making was evaluated in a real game situation. The analysis and categorization of actions were based on the Game Performance Assessment Instrument. The results showed significant influence of cognitive anxiety (R² =.20; p = .001), somatic anxiety (R² = .45; p = .001) and self-confidence about the passing decision-making index (R² = .31; p = .001). It was concluded that competitive anxiety can be considered an intervening factor in decision-making of the pass of young male soccer players.Keywords: test validity, scaling, elderly, depression

scholarly journals Contributions of the GPET to the GPAI: tactical context adaptation and game behaviour (Contribuciones del GPET al GPAI: adaptación al contexto táctico y comportamiento de juego)

Retos ◽  
2018 ◽  
pp. 323-328
Author(s):  
Luis Miguel García López ◽  
David Gutiérrez Diaz del Campo
Keyword(s):  
Decision Making ◽  
Performance Evaluation ◽  
Performance Assessment ◽  
Assessment Instrument ◽  
Decision Making Process ◽  
Evaluation Tool ◽  
Context Adaptation ◽  
Game Situation ◽  
Toma De Decisiones ◽  
Game Performance

Abstract. The Game Performance Evaluation Tool (GPET) is an instrument that allows us to obtain information about the student's decision-making process during their participation in games. The usual instruments reflect the final result of student's decision. However, the GPET offers an analysis of the context in which the decision has been made, and allows teachers to establish a certain degree of quality in the decision taken. Thus, the GPET helps us to distinguish in the decision-making process, not only "what has been done" from "what should have been done" in a specific game situation (Gutiérrez, González, García-López, Mitchell, 2011), but also it gives us information about the player's adaptation to the tactical context in which he/she is involved during game play. According Godbout (1990), this adaptation to the tactical context describes the decisional process, rather than the result. Given that the GPET is an instrument initially designed for research, in this article we present how to take advantage of the GPET novelties, applying them in an instrument with a clear teaching orientation, such as the Game Performance Assessment Instrument (GPAI) (Mitchell, Oslin and Griffin, 2013).Resumen. El Game Performance Evaluation Tool (GPET, en español Herramienta de Evaluación del Rendimiento de Juego), es un instrumento que nos permite obtener información sobre el proceso de toma de decisiones del alumno durante su participación en los juegos deportivos. Los instrumentos habituales reflejan el resultado final de la decisión del alumno. Sin embargo, el GPET hace un análisis del contexto en el que se ha tomado la decisión, y permite que el docente pueda establecer cierta gradación en la calidad de la decisión tomada. Así, el GPET nos ayuda a distinguir en la toma de decisiones no sólo “qué se ha hecho” de “qué se debería haber hecho” en una situación concreta de juego (Gutiérrrez, González, García-López, Mitchell, 2011), sino también nos aporta información de la adaptación del jugador al contexto táctico en el que se encuentra. Dicha adaptación, de acuerdo con Godbout (1990), nos describe el proceso decisional, más que el resultado. En este artículo presentamos como aprovechar las novedades del GPET, que es un instrumento inicialmente diseñado para el ámbito de la investigación, aplicándolas en un instrumento con una orientación claramente docente, como es el Game Performance Assessment Instrument (GPAI, en español Instrumento de Evaluación del Rendimiento de Juego, de Mitchell, Oslin y Griffin, 2013).

scholarly journals Salivary oxytocin, cognitive anxiety and self-confidence in pre-competition athletes

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Irene La Fratta ◽  
Sara Franceschelli ◽  
Lorenza Speranza ◽  
Antonia Patruno ◽  
Carlo Michetti ◽  
...  
Keyword(s):  
Stress Response ◽  
State Anxiety ◽  
Young Male ◽  
Soccer Players ◽  
Soccer Match ◽  
Self Confidence ◽  
Cognitive Anxiety ◽  
Psychophysiological Stress ◽  
Different Levels

AbstractIt is well known that soccer sport has the potential for high levels of stress and anxiety and that these are linked to Cortisol (C) variations. To date, much research has been devoted to understanding how Oxytocin (OT) can affect anxiety in response to a challenge. The aim of this study was to investigate, in 56 young male soccer players, the psychophysiological stress response 96 and 24 h before one soccer match of a tournament, in order to establish whether athletes who won or lost, show different levels of C and OT or expressions of competitive state anxiety subcomponents. We found that winners had significantly lower Cognitive anxiety and higher Self-confidence scores than losers. Also, significant differences between winners and losers in C and OT concentrations were observed, with higher OT levels in who has won and higher C levels in who has lost. Our results showed interesting associations between OT, C, anxiety feelings, and the outcome of competition.

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.

scholarly journals Cognitive Functioning, Physical Fitness, and Game Performance in a Sample of Adolescent Soccer Players

2020 ◽  
Vol 12 (13) ◽  
pp. 5245
Author(s):  
Alejandro Sabarit ◽  
Rafael E. Reigal ◽  
Juan P. Morillo-Baro ◽  
Rocío Juárez-Ruiz de Mier ◽  
Auxiliadora Franquelo ◽  
...  
Keyword(s):  
Physical Fitness ◽  
Cognitive Functioning ◽  
Assessment Instrument ◽  
Soccer Players ◽  
Intelligence Scale ◽  
Speed Test ◽  
Jump Test ◽  
Standing Long Jump ◽  
Long Jump ◽  
Game Performance

The aim of this study was to analyze the relationships between cognitive functioning, physical fitness, and game performance in a sample of adolescent soccer players. Eighty-five boys from a soccer team in Rincon de la Victoria (Malaga, Spain), aged between 12 and 16 years, participated in the study. The D2 and Global-Local Attention (GLA) tests were used to evaluate selective and divided attention, respectively, and the Coding and Symbol Search tests of the Wechsler Intelligence Scale for Children (WISC-IV) were used for processing speed. To analyze physical fitness, the standing long jump test, speed test, and Course-Navette test of the Alpha-Fitness battery were used. Finally, the Game Performance Assessment Instrument (GPAI) was used to analyze sports performance in three vs. three small-sided games. The analyses showed that cognitive functioning was related to game performance. The results obtained suggest the importance of cognitive functions for performance in this sport.

scholarly journals A influência da habilidade técnica na tomada de decisão de jogadores iniciantes de voleibol

2016 ◽  
Vol 18 (3) ◽  
pp. 362 ◽  
Author(s):  
Mariana Calábria Lopes ◽  
Raiane Teixeira Magalhães ◽  
Laura Beatriz Faleiro Diniz ◽  
João Paulo Abreu Moreira ◽  
Maicon Rodrigues Albuquerque
Keyword(s):  
Decision Making ◽  
Technical Skills ◽  
Assessment Instrument ◽  
The Other ◽  
Technical Level ◽  
Significance Level ◽  
Intermediate Group ◽  
Volleyball Players ◽  
Game Performance ◽  
One Way Anova

DOI: http://dx.doi.org/10.5007/1980-0037.2016v18n3p362 The aim of this study was to verify the influence of the technical skills level on the decision making of novice volleyball players on service, reception and set actions. The sample was composed of 80 novice athletes of school volleyball teams of both sexes. Based on the results from the Volleyball Skills Test Battery, the sample was divided into three groups: low, intermediate and high technical level, by means of One-Way ANOVA. The intermediate group was excluded from further analyses. Decision making was assessed with the Game Performance Assessment Instrument (GPAI). For data analysis purposes, the independent student-t test was used, adopting significance level of p≤0.05. The results showed that players with low skill level in service and set actions also had lower performance on the decision-making test when compared to players with high technical level. On the other hand, in the reception action, no differences were found among groups. It was therefore concluded that the technical level seems to influence the decision making in service and set actions in novice volleyball players.

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.

Interrelations of Trait and State Anxiety with Game Performance of Rugby Players

1987 ◽  
Vol 64 (2) ◽  
pp. 599-602 ◽  
Author(s):  
Ian W. Maynard ◽  
Bruce L. Howe
Keyword(s):  
Multiple Regression ◽  
State Anxiety ◽  
Somatic Anxiety ◽  
Competitive Anxiety ◽  
Self Confidence ◽  
Anxiety Test ◽  
Sport Competition ◽  
And Performance ◽  
Game Performance ◽  
Rugby Players

The Martens' Sport Competition Anxiety and Competitive State Anxiety Inventory-2 tests were administered to 22 male university rugby players to assess the relationship between the tests and their effectiveness in predicting game performance. The Sport Competition Anxiety Test was completed early in the season and the State Anxiety Inventory an hour before two games during a tournament. A multiple regression between the Competitive Anxiety Test and the three subscales of the Sport Anxiety Inventory-2 showed a significant relationship between the Competitive Anxiety Test and the single subscale of somatic anxiety. A separate multiple regression with performance as the criterion variable produced no significant findings. A significant correlation was noted between somatic anxiety and performance for those players who performed below their normal ability. The significant increase in self-confidence between games may have been detrimental to the performance of the team.

The Effects of Imagery-Manipulated Appraisal on Intensity and Direction of Competitive Anxiety

1998 ◽  
Vol 12 (1) ◽  
pp. 40-51 ◽  
Author(s):  
Bruce D. Hale ◽  
Adam Whitehouse
Keyword(s):  
Heart Rate ◽  
Repeated Measures ◽  
Progressive Relaxation ◽  
Soccer Players ◽  
Somatic Anxiety ◽  
Competitive Anxiety ◽  
Self Confidence ◽  
Cognitive Anxiety ◽  
Within Subjects ◽  
Challenge Appraisal

This study attempted to manipulate an athlete’s facilitative or debilitative appraisal (direction; Jones, 1995) of competitive anxiety through imagery-based interventions in order to study the effects on subsequent anxiety intensity (heart rate and CSAI-2) and direction (CSAI-2D; Jones & Swain, 1992). In a within-subjects’ design, 24 experienced soccer players were relaxed via progressive relaxation audiotape and then randomly underwent an imagery-based video- and audiotaped manipulation of their appraisal of taking a hypothetical gamewinning penalty kick under either a “pressure” or “challenge” appraisal emphasis. There was no significant effect for heart rate. A repeated measures MANOVA for CSAI-2 and CSAI-2D scores revealed that for both intensity and direction scores the challenge condition produced less cognitive anxiety, less somatic anxiety, and more self-confidence (all p < .001) than the pressure situation. This finding suggests that a challenge appraisal manipulation taught by applied sport psychologists might benefit athletes’ performance.

scholarly journals The effect of balanced versus unbalanced football small-sided games on decision-making in youth football players (El efecto de los juegos reducidos de fútbol equilibrado versus desequilibrado en la toma de decisiones de los jugadores de fútbol Juvenil (Th

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 744-749
Author(s):  
Honorato José Sousa ◽  
Élvio Rúbio Gouveia ◽  
Adilson Marques ◽  
Hugo Sarmento ◽  
Helder Lopes ◽  
...  
Keyword(s):  
Decision Making ◽  
Performance Assessment ◽  
Assessment Instrument ◽  
Football Players ◽  
Median Score ◽  
Play Area ◽  
Youth Football ◽  
Toma De Decisiones ◽  
Game Performance

Decision-making (DM) is an important ability targeted in the formation of young football players that can improve by using small-sided games (SSGs). The main purpose of this study was to assess players’ DM in different balanced and unbalanced SSG formats keeping the play area constant. The sample was composed of 10 field players plus 2 goalkeepers (13.55±0.51 years). This study consisted of 3 sessions, one day for each session, with an interval of 48 hours apart between sessions. Three different SSG formats (4vs.4; 4vs.5; 4vs.6), in a play area of 40x30 meters, were selected. The outcome was the decision-making index (DMI), assessed with the Game Performance Assessment Instrument (GPAI). Results showed that on two of the three days, there were statistical differences in DMI across the three different SSG formats. In the 4vs.6 format a higher median score than in the 4vs.4 format was recorded on day 2 (U=13.0, z=-2.34, p=.025, r=.57) and day 3 (U=5.50, z=-2.98, p=.003, r=.72). In conclusion, the use of unbalanced SSG formats in the training may benefit DM development, and therefore may constitute an important factor to be considered in the formation of young football players.

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