The effect of different playing surfaces on soccer skill performance

Football (soccer) is traditionally played on natural grass but artificial surfaces are becoming an increasing popular alternative. Understanding how different surfaces affect a player's skill performance has not been examined. This study sought to compare soccer skill performance, using a validated test, on natural grass, third generation (3G) artificial turf, and indoor sprung wooden floor. Following familiarisation, 14 male players (12.7 ± 0.5 years-old, with 6.21 years playing experience) performed the Loughborough Soccer Passing Test (LSPT) on three different surfaces in the following order: indoor, grass and artificial turf. Players were given two practise attempts before the best of two trials were recorded. Movement time was faster on artificial turf (45.1 ± 1.3 s) than natural grass (46.2 ± 1.8 s; p = 0.045), but there was no difference in overall LSPT performance between grass (54.1 ± 4.2 s) and artificial turf (54.0 ± 4.7 s; p = 0.92). Overall LSPT performance was better on indoor surface (50.9 ± 4.6 s) than grass (p = 0.02) and artificial turf (p = 0.02) due to reduced penalty time on the indoor surface (5.5 ± 3.3 s) than grass (7.9 ± 2.9 s; p = 0.001) and artificial turf (8.9 ± 3.9 s; p = 0.003). There is no difference in soccer skill performance between grass and 3G artificial turf. Skill performance on an indoor surface was ∼6% better than both grass and 3G artificial turf due to better ball control and/or accuracy of passing. Our findings will enable comparison of studies using the LSPT on indoor and outdoor (grass or artificial) surfaces.

Designing and Constructing Skill Performance Tests for Futsal Female Players

The research aimed at designing and constructing a number of tests for skill performance endurance for female futsal players as well as identifying standard criteria for these tests. The researcher used the descriptive method on (105) female futsal players from the northern region of Iraq including clubs (Tenahi, Fetat Arbil, Shekhan, Jehan, Gaz Al Shemal, Afrodate, Serwan, Newi). The data was concluded and treated using SPSS to concluded (6 – 8) criteria for these tests under study.

Player Chronotype Does Not Affect In-Game Performance during the Evening (>18:00 h) in Professional Male Basketball Players

Sport-specific skills display diurnal variation across various team sports such as badminton and tennis serving accuracy and soccer dribbling, volleying, and chipping execution. However, the effects of athlete chronotype on in-game sport-specific skill performance according to time of day across team sports is not well understood. Therefore, the aim of this study was to identify the effect of player chronotype on in-game basketball performance during evening games. Professional male basketball players (n = 11) completed a morningness–eveningness questionnaire and were categorized according to chronotype (morning-type: n = 4; neither-type: n = 6; evening-type: n = 1). Box score data from the 2019/20 season were utilized to determine individual in-game performance during evening games played after 18:00 h. Composite metrics (i.e., effective field goal percentage, offensive rating, defensive rating, and player efficiency) were used as indicators of player performance. Non-significant (p ≥ 0.21) differences were evident between M-types and N-types for most performance measures. Small to very large effects were observed in the number of rebounds favoring M-types, and three-point shots attempted and made, assists, and steals favored N-types. In-game performance appeared to not be affected by chronotype (i.e., M-type vs. N-type) in evening games among professional male basketball players. The lack of observed effect between chronotype and in-game performance suggest coaching staff may not need to consider player chronotype when developing a match strategy or assigning player roles if largely dealing with M-types and N-types. However, to ensure the greatest specificity, coaching staff may endeavor to schedule habitual training times in line with that of competition in an effort to align player circadian rhythms to games.

Randomized Trial Comparing Instructor-Delivered Feedback with Self-Assessment Using Video During Basic Skills Training

Feedback has been shown to be one of the most powerful and effective influences on student achievement; however, the optimal method for providing feedback to trainees during veterinary skills training has yet to be determined. A prospective mixed-methods study was undertaken to evaluate student perceptions and performance outcomes with self-assessment using video- or instructor-delivered feedback during skills training using a model. Forty participants naïve to intravenous (IV) catheter placement were randomly assigned either to self-assessment using video or to instructor-directed feedback. A questionnaire probing participants’ perceptions of their knowledge level and confidence in their skills was completed before and after the training, and an interview was done at study completion. Final skill performance was recorded using video capture to permit blind evaluations using a standard assessment tool. A quantitative evaluation of the performance and questionnaire scores, as well as a qualitative assessment of the interviews, was performed. Questionnaire scores were significantly higher in the post-study questionnaire for 12 of the 14 questions in both groups. Students assigned to the instructor-directed group had significantly higher scores than students in the self-directed group on the skill performance ( p < .05). Self-reported confidence in knowledge and skill related to the IV catheterization technique improved with both self-directed feedback using video and instructor-directed feedback. Skill performance, however, was superior following instructor-directed feedback. Participants expressed positive experiences associated with use of the models for skills training, the value of the learning materials including the video, and guidance during learning.