scholarly journals Talent identification and development in male football? Systematic review updated (2017-2021)

Author(s):  
Vasco Cavaleiro ◽  
◽  
Bruno Travassos ◽  
Rui Mendes ◽  
Hugo Sarmento
2018 ◽  
Vol 48 (4) ◽  
pp. 907-931 ◽  
Author(s):  
Hugo Sarmento ◽  
M. Teresa Anguera ◽  
Antonino Pereira ◽  
Duarte Araújo

2021 ◽  
Vol 24 ◽  
pp. S75
Author(s):  
C. Hogan ◽  
M.T. Castiglioni ◽  
S. Abbott ◽  
S. Cobley

Author(s):  
José Pino-Ortega ◽  
Daniel Rojas-Valverde ◽  
Carlos D. Gómez-Carmona ◽  
Markel Rico-González

Since the accelerating development of technology applied to team sports and its subsequent high amount of information available, the need for data mining leads to the use of data reduction techniques such as Principal Component Analysis (PCA). This systematic review aims to identify determinant variables in soccer, basketball and rugby using exploratory factor analysis for, training design, performance analysis and talent identification. Three electronic databases (PubMed, Web of Science, SPORTDiscus) were systematically searched and 34 studies were finally included in the qualitative synthesis. Through PCA, data sets were reduced by 75.07%, and 3.9 ± 2.53 factors were retained that explained 80 ± 0.14% of the total variance. All team sports should be analyzed or trained based on the high level of aerobic capacity combined with adequate levels of power and strength to perform repeated high-intensity actions in a very short time, which differ between team sports. Accelerations and decelerations are mainly significant in soccer, jumps and landings are crucial in basketball, and impacts are primarily identified in rugby. Besides, from these team sports, primary information about different technical/tactical variables was extracted such as (a) soccer: occupied space, ball controls, passes, and shots; (b) basketball: throws, rebounds, and turnovers; or (c) rugby: possession game pace and team formation. Regarding talent identification, both anthropometrics and some physical capacity measures are relevant in soccer and basketball. Although overall, since these variables have been identified in different investigations, further studies should perform PCA on data sets that involve variables from different dimensions (technical, tactical, conditional).


2017 ◽  
Vol 48 (1) ◽  
pp. 97-109 ◽  
Author(s):  
Kathryn Johnston ◽  
Nick Wattie ◽  
Jörg Schorer ◽  
Joseph Baker

Author(s):  
Alejandro Prieto-Ayuso ◽  
Juan Carlos Pastor-Vicedo ◽  
Sixto González-Víllora ◽  
Javier Fernández-Río

Objectives: The goal of this study was to shed light on the existent knowledge, internationally published over the last decade (2009–2019), on how to deal with talented children in physical education (PE). Methods: A mixed systematic review (SR) was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and registered in the International Prospective Register of Systematic Reviews (PROSPERO), registration number: CRD42019117211. Study eligibility criteria: The articles included were selected using the following criteria: (a) studies published in peer-reviewed international journals; (b) studies published from 2009 to 2019 (both inclusive); (c) studies that included quantitative and/or qualitative methods and findings; (d) research conducted within school contexts; (e) articles that focused on both talent/gift and PE, and (f) studies published in English or Spanish. Results: A total of 11 articles were identified. Results showed a gradual change in both methods and instruments used for talent identification (TI) in PE, focused currently on children’s health and involvement in sports. Second, there is consensus on the lack of clarity in schools’ policies and guidelines on how to deal with talented children in PE. Conclusions: Finally, there are alternative programs to elite athlete models that better fit in PE to deal with talented children and to avoid child disengagement in PE and sports.


2019 ◽  
Vol 22 (10) ◽  
pp. 1163-1172 ◽  
Author(s):  
Alexandra H. Roberts ◽  
Daniel A. Greenwood ◽  
Mandy Stanley ◽  
Clare Humberstone ◽  
Fiona Iredale ◽  
...  

2018 ◽  
Vol 48 (6) ◽  
pp. 1517-1519 ◽  
Author(s):  
Tom L. G. Bergkamp ◽  
A. Susan M. Niessen ◽  
Ruud. J. R. den Hartigh ◽  
Wouter G. P. Frencken ◽  
Rob R. Meijer

2021 ◽  
Author(s):  
Yali Wei ◽  
Yan Meng ◽  
Na Li ◽  
Qian Wang ◽  
Liyong Chen

The purpose of the systematic review and meta-analysis was to determine if low-ratio n-6/n-3 long-chain polyunsaturated fatty acid (PUFA) supplementation affects serum inflammation markers based on current studies.


2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.


2020 ◽  
Vol 63 (5) ◽  
pp. 1618-1635
Author(s):  
Céline Richard ◽  
Mary Lauren Neel ◽  
Arnaud Jeanvoine ◽  
Sharon Mc Connell ◽  
Alison Gehred ◽  
...  

Purpose We sought to critically analyze and evaluate published evidence regarding feasibility and clinical potential for predicting neurodevelopmental outcomes of the frequency-following responses (FFRs) to speech recordings in neonates (birth to 28 days). Method A systematic search of MeSH terms in the Cumulative Index to Nursing and Allied HealthLiterature, Embase, Google Scholar, Ovid Medline (R) and E-Pub Ahead of Print, In-Process & Other Non-Indexed Citations and Daily, Web of Science, SCOPUS, COCHRANE Library, and ClinicalTrials.gov was performed. Manual review of all items identified in the search was performed by two independent reviewers. Articles were evaluated based on the level of methodological quality and evidence according to the RTI item bank. Results Seven articles met inclusion criteria. None of the included studies reported neurodevelopmental outcomes past 3 months of age. Quality of the evidence ranged from moderate to high. Protocol variations were frequent. Conclusions Based on this systematic review, the FFR to speech can capture both temporal and spectral acoustic features in neonates. It can accurately be recorded in a fast and easy manner at the infant's bedside. However, at this time, further studies are needed to identify and validate which FFR features could be incorporated as an addition to standard evaluation of infant sound processing evaluation in subcortico-cortical networks. This review identifies the need for further research focused on identifying specific features of the neonatal FFRs, those with predictive value for early childhood outcomes to help guide targeted early speech and hearing interventions.


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