This study investigated the relationship between tactical performance and technical skills in youth soccer players. Tactical performance was assessed using the FUT-SAT test during small-sided games, which provided offensive and defensive tactical indices. Technical skills of passing, dribbling, and shooting were evaluated using tests of those individual skills. Statistical analysis revealed low correlations between the tactical indices and technical test performances. Specifically, a low positive correlation was found between dribbling and offensive tactical index, and a low negative correlation between passing and defensive tactical index. Overall, the results indicate a weak relationship between knowledge of tactical strategies and mastery of fundamental technical skills in youth soccer players.
Comparing tactical behaviour of soccer players in 3 vs. 3 and 6vs. 6 in small...Denis Alves
The study compared the tactical behaviors of 18 under-11 soccer players in 3v3 and 6v6 small-sided games (SSGs). Players performed 1,787 actions in 3v3 and 1,695 actions in 6v6 over two eight-minute sessions. Analysis found that in 3v3, players displayed more aggressive offensive behaviors like penetration and depth mobility, while 6v6 saw more defensive behaviors like coverage and balance. Defensively, players delayed less and had better unity in 3v3, while displaying more coverage and balance in 6v6. The findings suggest SSG format influences tactical development, with 3v3 fostering riskier play and 6v6 promoting safer team tactics.
This study analyzed the tactical behaviors of 300 youth soccer players from different age groups (U11 to U20) according to 10 core tactical principles of soccer. The players performed over 17,000 tactical actions that were analyzed based on categories in the System of Tactical Assessment in Soccer (FUT-SAT). The results showed statistical differences between age groups in the number of tactical actions performed, efficiency of tactical behaviors, and tactical performance indices. Overall, older age groups performed more tactical actions and had greater participation in games. The U15 and U17 groups showed no difference in tactical efficiency, while the U17 and U20 groups exhibited the largest differences in tactical performance.
The document describes a study that aimed to assess anticipatory reactions and cortical activation in tennis players. 20 tennis players aged 13-16 were divided into high and low performer groups. Flicker fusion threshold was measured to assess cortical arousal level, while a anticipation timer was used to measure anticipation ability. In phase I, cortical activation was measured using flicker fusion followed by an anticipation test with stimuli at 10 mph. In phase II, the same measures were done but with stimuli at 60 mph, to evaluate the impact of higher stimulus speed on anticipation and cortical activation. The study aimed to examine the relationship between cortical arousal and anticipatory skills in tennis players under different stimulus conditions.
The coaching philosophy focuses on developing fitness, skills, self-discipline, and competitiveness in players. Fitness encompasses physical, spiritual, emotional and mental well-being. Key skills include technical abilities and tactical understanding of attacking and defensive principles. Self-discipline involves strong work ethic, accountability, and developing traits like focus, commitment, and sportsmanship. Competitiveness results from cultivating the other three areas. The annual plan periodizes training across pre-season, season, post-season, and off-season to develop players through skills work, conditioning, strength training, and injury prevention methods.
(2013) Comparison of tactical behaviour efficiency between U-12 and U-13 yout...Rodrigo Santos
This study compared the tactical behavior efficiency between U-12 and U-13 youth soccer players. The researchers analyzed 5,319 tactical actions performed by 100 players. They found that U-12 players were significantly more efficient in their defensive tactics related to space management closer to the ball, such as delay and defensive coverage. This suggests that younger players may be better at defensive actions near the center of play due to having more time to make decisions compared to older, faster players.
Hamstring injuries are among the most com-
mon non-contact injuries in sports. The Nordic hamstring
(NH) exercise has been shown to decrease risk by
increasing eccentric hamstring strength.
The document discusses physical qualities and speed. It defines speed as the physical quality that allows movement as fast as possible. There are three kinds of speed: reaction time, which is the time it takes from stimulus to action; gestural speed, which allows fast gestures; and displacement speed, which allows fast travel over a distance. Reaction time can be stimulated visually, aurally, or tactilely. The document encourages practicing these speeds.
This document provides an overview of the rules and gameplay of indoor soccer. It discusses the size of the indoor soccer court, player positions and substitutions, game duration consisting of two 20-minute halves, how to start and restart play, how to score goals, fouls and penalties, accumulated fouls resulting in unopposed free kicks, and key vocabulary. It also recommends an indoor soccer club in Lorca called Ciudad de Lorca Fútbol Sala for further practice.
Comparing tactical behaviour of soccer players in 3 vs. 3 and 6vs. 6 in small...Denis Alves
The study compared the tactical behaviors of 18 under-11 soccer players in 3v3 and 6v6 small-sided games (SSGs). Players performed 1,787 actions in 3v3 and 1,695 actions in 6v6 over two eight-minute sessions. Analysis found that in 3v3, players displayed more aggressive offensive behaviors like penetration and depth mobility, while 6v6 saw more defensive behaviors like coverage and balance. Defensively, players delayed less and had better unity in 3v3, while displaying more coverage and balance in 6v6. The findings suggest SSG format influences tactical development, with 3v3 fostering riskier play and 6v6 promoting safer team tactics.
This study analyzed the tactical behaviors of 300 youth soccer players from different age groups (U11 to U20) according to 10 core tactical principles of soccer. The players performed over 17,000 tactical actions that were analyzed based on categories in the System of Tactical Assessment in Soccer (FUT-SAT). The results showed statistical differences between age groups in the number of tactical actions performed, efficiency of tactical behaviors, and tactical performance indices. Overall, older age groups performed more tactical actions and had greater participation in games. The U15 and U17 groups showed no difference in tactical efficiency, while the U17 and U20 groups exhibited the largest differences in tactical performance.
The document describes a study that aimed to assess anticipatory reactions and cortical activation in tennis players. 20 tennis players aged 13-16 were divided into high and low performer groups. Flicker fusion threshold was measured to assess cortical arousal level, while a anticipation timer was used to measure anticipation ability. In phase I, cortical activation was measured using flicker fusion followed by an anticipation test with stimuli at 10 mph. In phase II, the same measures were done but with stimuli at 60 mph, to evaluate the impact of higher stimulus speed on anticipation and cortical activation. The study aimed to examine the relationship between cortical arousal and anticipatory skills in tennis players under different stimulus conditions.
The coaching philosophy focuses on developing fitness, skills, self-discipline, and competitiveness in players. Fitness encompasses physical, spiritual, emotional and mental well-being. Key skills include technical abilities and tactical understanding of attacking and defensive principles. Self-discipline involves strong work ethic, accountability, and developing traits like focus, commitment, and sportsmanship. Competitiveness results from cultivating the other three areas. The annual plan periodizes training across pre-season, season, post-season, and off-season to develop players through skills work, conditioning, strength training, and injury prevention methods.
(2013) Comparison of tactical behaviour efficiency between U-12 and U-13 yout...Rodrigo Santos
This study compared the tactical behavior efficiency between U-12 and U-13 youth soccer players. The researchers analyzed 5,319 tactical actions performed by 100 players. They found that U-12 players were significantly more efficient in their defensive tactics related to space management closer to the ball, such as delay and defensive coverage. This suggests that younger players may be better at defensive actions near the center of play due to having more time to make decisions compared to older, faster players.
Hamstring injuries are among the most com-
mon non-contact injuries in sports. The Nordic hamstring
(NH) exercise has been shown to decrease risk by
increasing eccentric hamstring strength.
The document discusses physical qualities and speed. It defines speed as the physical quality that allows movement as fast as possible. There are three kinds of speed: reaction time, which is the time it takes from stimulus to action; gestural speed, which allows fast gestures; and displacement speed, which allows fast travel over a distance. Reaction time can be stimulated visually, aurally, or tactilely. The document encourages practicing these speeds.
This document provides an overview of the rules and gameplay of indoor soccer. It discusses the size of the indoor soccer court, player positions and substitutions, game duration consisting of two 20-minute halves, how to start and restart play, how to score goals, fouls and penalties, accumulated fouls resulting in unopposed free kicks, and key vocabulary. It also recommends an indoor soccer club in Lorca called Ciudad de Lorca Fútbol Sala for further practice.
This document provides an overview of concepts and guidelines for coaching youth soccer in the United States. It discusses the coaching philosophy, which emphasizes an offensive style of play based on possession, quick transitions, and finishing. It also covers coaching content including tactics, techniques, physical development, psychosocial factors, set pieces, formations, and goalkeeping. The document is intended to promote a coherent approach to developing young soccer players across different age groups and environments.
Functional Integrated Training (FIT) for soccer.spryfit
Functional integrated training involves preparing players physically, psychologically, technically, and tactically for football in an integrated manner. The preparation should be specific to the upcoming task and discuss with the coach to understand their goals for the session. All training should transfer directly to game situations and challenge players at a progressive level. The key is to improve performance while reducing injuries in a fun and football-specific way.
The document discusses periodization, which is a process that divides an annual training plan into smaller phases to achieve peak performance and maintain it while transitioning afterwards. It provides a step-by-step framework for planning that includes identifying goals, preparing resources, planning phases through needs analysis and goal setting, implementing the plan, monitoring results, and providing feedback to improve future plans. The framework aims to enhance performance while preventing overtraining through systematic recovery between training cycles.
This coaching document provides a 3 month coaching program for children ages 4-6 years old focused on developing fundamental skills like dribbling, passing, and ball control. The program consists of 3 drills and a small sided game each week with a progression of techniques over 8 weeks. Week 1 focuses on dribbling skills like changing speed and direction. Week 2 adds passing fundamentals. Week 3 incorporates ball control. Emphasis is placed on fun and mastery of age-appropriate skills through drills and small games to establish a solid technical foundation.
This document discusses the principles of periodization in training. It begins with an overview and background on periodization, noting that it aims to make training more measurable and planned. Key aspects discussed include supercompensation, where overload is followed by recovery and supercompensation. Periodization models from Matveyev and others are examined. Matveyev's approach bases periodization on supercompensation and organizes training into microcycles, mesocycles, and macrocycles within preparation, competition, and transition periods. The document provides guidance on applying periodization through constructing annual plans, periods and phases, mesocycles, and microcycles with examples for college football.
This document provides a 12-week training program for soccer players ages 9-10. Each weekly practice includes 4 drills and a small-sided game. The drills focus on dribbling, passing, ball control, shooting, and heading. More emphasis is placed on small group tactics and introducing opponents to simulate games. The goal is to develop fundamental skills in a fun and progressive manner while setting a solid foundation for advancing to the next level of play.
This document contains instructions for 50 small-sided games involving association football/soccer drills and practices. The drills are divided into 3 categories: Sending & Receiving, Traveling, and Striking & Fielding. Each drill provides the game organization, coaching points, and tips to make the drill easier or more difficult. The goal is to help players learn techniques like control, passing, dribbling, and shooting in a fun, modified game format.
TECHNICAL - TACTICAL FOOTBALL PERIODIZATIONRaúl Oliveira
The 3-day technical-tactical periodization basic course covered fundamental principles of tactical periodization and soccer training methodology. Over the 3 days, topics included the differences between traditional and tactical periodization training, the morphology cycle, creating exercises and planning training sessions according to tactical periodization, and developing a team's style of play and principles for different moments in the game. Practical field sessions complemented the classroom workshops and lectures.
1. The document provides instructions for a series of soccer drills focusing on ball movement, player movement, receiving passes, turning, beating defenders, and shooting.
2. The drills progress from basic warm-ups and passing to more advanced scenarios involving receiving passes with defenders pressuring, using moves like the Maradona to beat defenders, and taking shots on goal.
3. Key points are emphasized for each drill, including techniques for receiving passes, using body feints and changes of direction to beat defenders, shielding the ball from pressure, and finishing shots accurately and quickly before defenders can recover.
AC Milan has a long history and tradition, having won numerous domestic and European titles since being founded in 1899. Their youth academy has produced stars like Maldini, Baresi, and Costacurta. The academy is structured with teams from the Pulcini to Allievi levels, training at Milanello and Vismara. Coaching focuses heavily on technique and tactics. The Primavera team mirrors the first team's style and competes in a national league and cup. While Milan has strong facilities and heritage, their youth games program and reluctance to spend on youth could be improved to counter competition from local rivals Inter.
[1] El documento describe la estructura y filosofía de la academia juvenil del FC Barcelona, incluyendo los diferentes equipos, entrenadores y coordinadores. [2] Explica los objetivos de formar buenos jugadores de fútbol mientras se enfoca también en el desarrollo integral de los jugadores. [3] Describe los diferentes ejercicios y actividades utilizados en los entrenamientos para desarrollar las habilidades técnicas, tácticas, físicas y mentales de los jugadores.
Τransition-practice from book: JOSE MOURINHO ATTACKING SESSIONS - 114 PRACTICES FROM GOAL ANALYSIS OF REAL MADRID’S 4-2-3-1
Formerly called "Attacking & Finishing training sessions
Split players into pairs and have them practice the moves against each other in a small space. Emphasize quick feet and changes of direction.
DifficultyRating
13
Soccer School Sessions BACKUP.in13 13 20/3/09 13:06:29
14
Session 4
1v1
∆ Play 1v1 in a small area
∆ Score by dribbling the ball over the line
∆ No tackling, just using skills to beat your opponent
∆ Rotate players every 2 minutes
KEY POINTS
∆ Encourage close control and changes of direction
∆ Protect the ball at all times
∆ Look up to see space
∆ Use
The document discusses periodizing football training into 6-week cycles with a focus on football conditioning. It recommends incorporating conditioning into technical/tactical training rather than separating the disciplines. The pre-season plan outlined has a focus on football-specific conditioning through small-sided games in the first 6 weeks, starting with bigger games and progressing to smaller games, with technical/tactical sessions later in the week to be fresh for games. The goal is to get the team ready to play together using their tactical approach by the first game.
A comparison of methods to quantify the in season training load of professio...Fernando Farias
To compare various measures of training load (TL) derived from physiological (heart rate [HR]),
perceptual (rating of perceived exertion [RPE]), and physical (global positioning system [GPS] and acceler-
ometer) data during in-season field-based training for professional soccer. Methods: Fifteen professional male
soccer players (age 24.9 ± 5.4 y, body mass 77.6 ± 7.5 kg, height 181.1 ± 6.9 cm) were assessed in-season
across 97 individual training sessions. Measures of external TL (total distance [TD], the volume of low-speed
activity [LSA; <14.4 />14.4 km/h], very high-speed running [VHSR; >19.8
km/h], and player load), HR and session-RPE (sRPE) scores were recorded. Internal TL scores (HR-based
and sRPE-based) were calculated, and their relationships with measures of external TL were quantified using
Pearson product–moment correlations. Results: Physical measures of TD, LSA volume, and player load pro-
vided large, significant (r = .71–.84; P < .01) correlations with the HR-based and sRPE-based methods. Volume
of HSR and VHSR provided moderate to large, significant (r = .40–.67; P < .01) correlations with measures
of internal TL. Conclusions: While the volume of HSR and VHSR provided significant relationships with
internal TL, physical-performance measures of TD, LSA volume, and player load appear to be more accept-
able indicators of external TL, due to the greater magnitude of their correlations with measures of internal TL.
1) A study investigated the effects of 22 weeks of periodized soccer training focused on technical-tactical ability in young players.
2) The training reduced markers of muscle damage (CK and LDH levels) over time and improved high-intensity performance and tactical metrics in games.
3) Players who saw greater reductions in muscle damage markers also had larger increases in high-intensity actions during games.
This study compared the speed and explosive strength of volleyball and basketball university male players in India. A total of 104 players aged 18-25 years were tested, including 51 volleyball players and 53 basketball players selected from two universities. Statistical analysis found:
1) Volleyball players had significantly higher average speed (7.02 seconds) than basketball players (6.68 seconds).
2) There was no significant difference in average explosive strength between volleyball players (37.64) and basketball players (38.81).
3) In conclusion, volleyball players had significantly greater speed than basketball players, but the two groups did not differ significantly in explosive strength.
Comparison of Explosive Strength between Football and Volley Ball Players of ...IOSR Journals
This study compared the explosive strength between football and volleyball players in Jamboni block, Medinipur district. Thirty football players and thirty volleyball players aged 16-25 years were tested using the Sargent vertical jump test. The results found a significant difference in explosive strength between the groups, with football players (mean score 0.829) demonstrating greater explosive strength compared to volleyball players (mean score 0.412). The study concluded that football players from Jamboni block exhibited significantly higher explosive strength than the volleyball players based on the Sargent vertical jump test results.
This study compared the endurance levels of 20 football players and 20 hockey players aged 20-25 from GGU Bilaspur University. Endurance was measured using a 600 meter run/walk test. The results showed significantly higher endurance levels in the football players, with an average time of 2.01 minutes, compared to 2.17 minutes for the hockey players. The study concluded that within the limitations, football players from GGU Bilaspur demonstrated significantly greater endurance than the hockey players.
Study of game related statistics which discriminate between winning and losin...Prof. Mohamed Belal
The Aims of the research was to identify the game-related statistics which discriminate between winning and losing Basketball teams in FIBA U-17 World Championship for Men, Lithuania, 2012, also Identify the game-related statistics for losing Egyptian Basketball team in the World championship.
This document outlines the methodology and philosophy of the BePro Football Conference, which will take place in New Delhi, India from August 2-8, 2017. It discusses the conference's focus on sports psychology, physiology, training systems, methodology, team building, and technical/tactical analysis. The BePro method aims to help players make better decisions through science-based coaching and gradual development of space awareness and tactical knowledge. Training sessions are carefully planned and structured to improve all technical, tactical, physical and mental skills at high intensity through problem-solving drills.
This document provides an overview of concepts and guidelines for coaching youth soccer in the United States. It discusses the coaching philosophy, which emphasizes an offensive style of play based on possession, quick transitions, and finishing. It also covers coaching content including tactics, techniques, physical development, psychosocial factors, set pieces, formations, and goalkeeping. The document is intended to promote a coherent approach to developing young soccer players across different age groups and environments.
Functional Integrated Training (FIT) for soccer.spryfit
Functional integrated training involves preparing players physically, psychologically, technically, and tactically for football in an integrated manner. The preparation should be specific to the upcoming task and discuss with the coach to understand their goals for the session. All training should transfer directly to game situations and challenge players at a progressive level. The key is to improve performance while reducing injuries in a fun and football-specific way.
The document discusses periodization, which is a process that divides an annual training plan into smaller phases to achieve peak performance and maintain it while transitioning afterwards. It provides a step-by-step framework for planning that includes identifying goals, preparing resources, planning phases through needs analysis and goal setting, implementing the plan, monitoring results, and providing feedback to improve future plans. The framework aims to enhance performance while preventing overtraining through systematic recovery between training cycles.
This coaching document provides a 3 month coaching program for children ages 4-6 years old focused on developing fundamental skills like dribbling, passing, and ball control. The program consists of 3 drills and a small sided game each week with a progression of techniques over 8 weeks. Week 1 focuses on dribbling skills like changing speed and direction. Week 2 adds passing fundamentals. Week 3 incorporates ball control. Emphasis is placed on fun and mastery of age-appropriate skills through drills and small games to establish a solid technical foundation.
This document discusses the principles of periodization in training. It begins with an overview and background on periodization, noting that it aims to make training more measurable and planned. Key aspects discussed include supercompensation, where overload is followed by recovery and supercompensation. Periodization models from Matveyev and others are examined. Matveyev's approach bases periodization on supercompensation and organizes training into microcycles, mesocycles, and macrocycles within preparation, competition, and transition periods. The document provides guidance on applying periodization through constructing annual plans, periods and phases, mesocycles, and microcycles with examples for college football.
This document provides a 12-week training program for soccer players ages 9-10. Each weekly practice includes 4 drills and a small-sided game. The drills focus on dribbling, passing, ball control, shooting, and heading. More emphasis is placed on small group tactics and introducing opponents to simulate games. The goal is to develop fundamental skills in a fun and progressive manner while setting a solid foundation for advancing to the next level of play.
This document contains instructions for 50 small-sided games involving association football/soccer drills and practices. The drills are divided into 3 categories: Sending & Receiving, Traveling, and Striking & Fielding. Each drill provides the game organization, coaching points, and tips to make the drill easier or more difficult. The goal is to help players learn techniques like control, passing, dribbling, and shooting in a fun, modified game format.
TECHNICAL - TACTICAL FOOTBALL PERIODIZATIONRaúl Oliveira
The 3-day technical-tactical periodization basic course covered fundamental principles of tactical periodization and soccer training methodology. Over the 3 days, topics included the differences between traditional and tactical periodization training, the morphology cycle, creating exercises and planning training sessions according to tactical periodization, and developing a team's style of play and principles for different moments in the game. Practical field sessions complemented the classroom workshops and lectures.
1. The document provides instructions for a series of soccer drills focusing on ball movement, player movement, receiving passes, turning, beating defenders, and shooting.
2. The drills progress from basic warm-ups and passing to more advanced scenarios involving receiving passes with defenders pressuring, using moves like the Maradona to beat defenders, and taking shots on goal.
3. Key points are emphasized for each drill, including techniques for receiving passes, using body feints and changes of direction to beat defenders, shielding the ball from pressure, and finishing shots accurately and quickly before defenders can recover.
AC Milan has a long history and tradition, having won numerous domestic and European titles since being founded in 1899. Their youth academy has produced stars like Maldini, Baresi, and Costacurta. The academy is structured with teams from the Pulcini to Allievi levels, training at Milanello and Vismara. Coaching focuses heavily on technique and tactics. The Primavera team mirrors the first team's style and competes in a national league and cup. While Milan has strong facilities and heritage, their youth games program and reluctance to spend on youth could be improved to counter competition from local rivals Inter.
[1] El documento describe la estructura y filosofía de la academia juvenil del FC Barcelona, incluyendo los diferentes equipos, entrenadores y coordinadores. [2] Explica los objetivos de formar buenos jugadores de fútbol mientras se enfoca también en el desarrollo integral de los jugadores. [3] Describe los diferentes ejercicios y actividades utilizados en los entrenamientos para desarrollar las habilidades técnicas, tácticas, físicas y mentales de los jugadores.
Τransition-practice from book: JOSE MOURINHO ATTACKING SESSIONS - 114 PRACTICES FROM GOAL ANALYSIS OF REAL MADRID’S 4-2-3-1
Formerly called "Attacking & Finishing training sessions
Split players into pairs and have them practice the moves against each other in a small space. Emphasize quick feet and changes of direction.
DifficultyRating
13
Soccer School Sessions BACKUP.in13 13 20/3/09 13:06:29
14
Session 4
1v1
∆ Play 1v1 in a small area
∆ Score by dribbling the ball over the line
∆ No tackling, just using skills to beat your opponent
∆ Rotate players every 2 minutes
KEY POINTS
∆ Encourage close control and changes of direction
∆ Protect the ball at all times
∆ Look up to see space
∆ Use
The document discusses periodizing football training into 6-week cycles with a focus on football conditioning. It recommends incorporating conditioning into technical/tactical training rather than separating the disciplines. The pre-season plan outlined has a focus on football-specific conditioning through small-sided games in the first 6 weeks, starting with bigger games and progressing to smaller games, with technical/tactical sessions later in the week to be fresh for games. The goal is to get the team ready to play together using their tactical approach by the first game.
A comparison of methods to quantify the in season training load of professio...Fernando Farias
To compare various measures of training load (TL) derived from physiological (heart rate [HR]),
perceptual (rating of perceived exertion [RPE]), and physical (global positioning system [GPS] and acceler-
ometer) data during in-season field-based training for professional soccer. Methods: Fifteen professional male
soccer players (age 24.9 ± 5.4 y, body mass 77.6 ± 7.5 kg, height 181.1 ± 6.9 cm) were assessed in-season
across 97 individual training sessions. Measures of external TL (total distance [TD], the volume of low-speed
activity [LSA; <14.4 />14.4 km/h], very high-speed running [VHSR; >19.8
km/h], and player load), HR and session-RPE (sRPE) scores were recorded. Internal TL scores (HR-based
and sRPE-based) were calculated, and their relationships with measures of external TL were quantified using
Pearson product–moment correlations. Results: Physical measures of TD, LSA volume, and player load pro-
vided large, significant (r = .71–.84; P < .01) correlations with the HR-based and sRPE-based methods. Volume
of HSR and VHSR provided moderate to large, significant (r = .40–.67; P < .01) correlations with measures
of internal TL. Conclusions: While the volume of HSR and VHSR provided significant relationships with
internal TL, physical-performance measures of TD, LSA volume, and player load appear to be more accept-
able indicators of external TL, due to the greater magnitude of their correlations with measures of internal TL.
1) A study investigated the effects of 22 weeks of periodized soccer training focused on technical-tactical ability in young players.
2) The training reduced markers of muscle damage (CK and LDH levels) over time and improved high-intensity performance and tactical metrics in games.
3) Players who saw greater reductions in muscle damage markers also had larger increases in high-intensity actions during games.
This study compared the speed and explosive strength of volleyball and basketball university male players in India. A total of 104 players aged 18-25 years were tested, including 51 volleyball players and 53 basketball players selected from two universities. Statistical analysis found:
1) Volleyball players had significantly higher average speed (7.02 seconds) than basketball players (6.68 seconds).
2) There was no significant difference in average explosive strength between volleyball players (37.64) and basketball players (38.81).
3) In conclusion, volleyball players had significantly greater speed than basketball players, but the two groups did not differ significantly in explosive strength.
Comparison of Explosive Strength between Football and Volley Ball Players of ...IOSR Journals
This study compared the explosive strength between football and volleyball players in Jamboni block, Medinipur district. Thirty football players and thirty volleyball players aged 16-25 years were tested using the Sargent vertical jump test. The results found a significant difference in explosive strength between the groups, with football players (mean score 0.829) demonstrating greater explosive strength compared to volleyball players (mean score 0.412). The study concluded that football players from Jamboni block exhibited significantly higher explosive strength than the volleyball players based on the Sargent vertical jump test results.
This study compared the endurance levels of 20 football players and 20 hockey players aged 20-25 from GGU Bilaspur University. Endurance was measured using a 600 meter run/walk test. The results showed significantly higher endurance levels in the football players, with an average time of 2.01 minutes, compared to 2.17 minutes for the hockey players. The study concluded that within the limitations, football players from GGU Bilaspur demonstrated significantly greater endurance than the hockey players.
Study of game related statistics which discriminate between winning and losin...Prof. Mohamed Belal
The Aims of the research was to identify the game-related statistics which discriminate between winning and losing Basketball teams in FIBA U-17 World Championship for Men, Lithuania, 2012, also Identify the game-related statistics for losing Egyptian Basketball team in the World championship.
This document outlines the methodology and philosophy of the BePro Football Conference, which will take place in New Delhi, India from August 2-8, 2017. It discusses the conference's focus on sports psychology, physiology, training systems, methodology, team building, and technical/tactical analysis. The BePro method aims to help players make better decisions through science-based coaching and gradual development of space awareness and tactical knowledge. Training sessions are carefully planned and structured to improve all technical, tactical, physical and mental skills at high intensity through problem-solving drills.
This doctoral thesis examines movement synchronization between elite football players during training and competition. It presents several studies analyzing positional data collected from players using GPS and video tracking systems. The first study evaluates the accuracy and error of GPS units used to measure synchronization. Subsequent studies analyze the impact of match outcome, opposition level, and congested fixtures on synchronization. One study also analyzes synchronization during preseason training sessions. The results indicate that synchronization levels are higher when teams win matches and face stronger opposition. Congested fixtures and preseason training improve synchronization over time. Overall, the thesis supports the use of synchronization as a tactical performance indicator in football.
This study examined differences in physiological characteristics between projected starting and non-starting players in a Division I women's soccer team. Testing found no significant differences between the two groups for measures of speed, change of direction, power, and soccer-specific fitness. While non-significant, projected starters tended to be 2% faster over 30 meters. Overall, the results suggest that both starting and non-starting players maintained similar high levels of fitness, likely due to comparable training loads, allowing coaches flexibility in substitutions during matches.
Executive functions predict the success of top-soccer playersSportNetworking
Abstract
While the importance of physical abilities and motor coordination is non-contested in sport, more focus has recently been turned toward cognitive processes important for different sports. However, this line of studies has often investigated sport specific cognitive traits, while few studies have focused on general cognitive traits. We explored if measures of general executive functions can predict the success of a soccer player. The present study used standardized neuropsychological assessment tools assessing players’ general executive functions including on-line multi-processing such as creativity, response inhibition, and cognitive flexibility. In a first cross-sectional part of the study we compared the results between High Division players (HD), Lower Division players (LD) and a standardized norm group. The result shows that both HD and LD players had significantly better measures of executive functions in comparison to the norm group for both men and women. Moreover, the HD players outperformed the LD players in these tests. In the second prospective part of the study, a partial correlation test showed a significant correlation between the result from the executive test and the numbers of goals and assists the players had scored two seasons later. The results from this study strongly suggest that results in cognitive function tests predict the success of ball sport players.
The perceptionofawardwinningathletesontheeffectsofcoachingandpsychologicalbeh...alonzo mortejo
This study examined award-winning athletes' perceptions of coaching behavior and psychological factors that influence their sports performance. The study surveyed 49 athletes and 9 coaches from a state university in the Philippines. Results showed that coaching style and mental toughness had the greatest positive impact on athletic performance, while anxiety had a slight negative effect. There was little difference between how coaches and athletes rated coaching behaviors like motivation and communication skills. Coaching style was found to be the strongest predictor of athletic achievement over other psychological variables. The study concluded coaching behaviors and mental toughness significantly influence athletes' performance, and qualitative research should further explore other performance-related factors.
This research proposal aims to assess the level of competence of teachers in playing, coaching, and mentoring sepak-takraw in Pangasinan Division II. It will survey all 32 elementary school teachers in charge of sepak-takraw across the division's 32 districts. The survey will evaluate the teachers' competence levels in playing, coaching, and mentoring the sport, as well as problems they encounter. The results will be used to propose a capability enhancement program to improve teacher competence in sepak-takraw.
Correlates of effectiveness of sports programalonzo mortejo
- The study aimed to determine factors that correlate with the effectiveness of the sports program at a state university in Central Luzon, Philippines.
- It found that the majority of sports personnel were male and had teaching experience of 5 years or less. Facilities were rated as adequate overall.
- The system of incentives and benefits for athletes showed a moderate positive correlation with program effectiveness. However, qualitative data identified room for improvement across factors.
- The program focused more on competitive sports than wellness activities and research, according to coaches and athletes. Overall effectiveness was rated as satisfactory.
Development of general and soccer-specific perceptual motor skills in early p...Keith Lyons
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Relationship between tactical and technical performance in youth soccer plauers
1. DOI: http://dx.doi.org/10.5007/1980-0037.2015v17n2p136
original article
Licence
Creative Commom
CC
BY
RBCDH
1 Universidade Federal de Minas
Gerais. Programa de Pós-Gradu-
ação Stricto Sensu em Ciências
do Esporte. Belo Horizonte, MG.
Brasil.
2 Universidade Federal de Viçosa.
Departamento de Educação Física.
Viçosa, MG. Brasil.
3 Universidade Federal de Minas
Gerais. Departamento de Educa-
ção Física. Belo Horizonte, MG.
Brasil.
Received: 03 April 2014
Accepted: 24 September 2014
Relationshipbetweentacticalandtechnical
performance in youth soccer players
Relaçãoentredesempenhostáticoetécnicoemjovens
jogadoresdefutebol
Gibson Moreira Praça1
Vinícius Viana Soares1
Cristino Julio Alves da Silva Matias1
Israel Teoldo da Costa2
Pablo Juan Greco3
Abstract – Soccer performance is multifactorial and is characterized by the interaction
of technical, tactical, physical, physiological, and psychological components; however,
few studies have investigated the direct relationship between these components in soccer
players. The aim of this study was to evaluate the correlation between tactical performance
indices (offensive and defensive) and passing, dribbling and shooting technical skills.
The FUT-SAT test was used to evaluate tactical behavior and the General Soccer Ability
Skill Test Battery to assess technical performance. The Shapiro-Wilk normality test and
Spearman’s correlation coefficient were used for statistical analysis. A low correlation was
observed between tactical indices (offensive and defensive) and technical skills (shooting,
pass and dribbling). Low correlations were also found between the dribbling skill and
penetration/width and length with the ball, and between the shot on goal skill and shoot-
ing on goal during the game. These results indicate a gap between the knowledge of “how
to do it”, i.e., technical skills, and the knowledge of “what to do”, i.e., tactical knowledge.
This gap highlights the need to improve the assessment of technical skills, which should
also occur in the game context, such as small-sided games. We conclude that offensive and
defensive tactical performance is poorly correlated with passing, dribbling and shooting
technical skills in youth soccer players.
Key words: Physical education and training; Soccer; Task analysis and performance.
Resumo – Componentes técnicas, táticas, físicas e fisiológicas participam no desempenho de
jogadores de futebol, contudo, pouco investigou-se acerca das relações entre estas variáveis.
Este estudo objetivou comparar o Índice de Perfomance Tática – Ofensivo e Defensivo –
com o desempenho técnico em condução, passe e chute a gol. Utilizou-se o FUT-SAT para
avaliar o comportamento tático, e o teste de habilidades e destrezas técnicas, para avaliar
o desempenho técnico dos futebolistas. Realizou-se a análise estatística através do teste de
normalidade de Shapiro-Wilk e do coeficiente de correlação de Spearman. Observou-se
uma correlação de baixa intensidade entre os Índices de Performance Tática ofensivo e
defensivo e o desempenho nos testes de remate, passe e condução, e uma baixa correlação
entre condução e Penetração/Espaço com bola e remates à baliza. Os resultados apontam
para o distanciamento entre saber “como fazer”, ou seja, dominar a habilidade técnica, e o
saber “o que fazer”, entendido como o conhecimento tático, na medida em que é necessário
que a avaliação do desempenho técnico se dê também em contextos mais próximos do jogo
de Futebol, a exemplo de situações de Pequenos Jogos. Conclui-se que a performance tática
– ofensiva e defensiva – de jovens jogadores de futebol relaciona-se em baixa intensidade
com o desempenho técnico em condução, drible e remate ao gol.
Palavras-chave: Análise e desempenho de tarefas; Educação física e treinamento Futebol.
2. Rev Bras Cineantropom Desempenho Hum 2015, 17(2):136-144 137
INTRODUCTION
Because of its unpredictable, random and complex nature1
, soccer requires
from its players a permanent tactical-strategic attitude2,3
, directed at solving
problem situations that emerge within the person-task-environment rela-
tionship4
. Within this context, cognitive processes that underlie decision-
making permit the player to propose solutions to problem situations that
emerge from the game1,5-7
.
With respect to solving tactical problems that direct the action in team
sports4,7
, including soccer, performance components do not manifest them-
selves in a separate manner, but rather as a whole where each component
interacts with the others and reveals sports performance8
. During a game,
tactically the player should know “what to do” and, to solve the subsequent
problem, i.e., the “how to do it”, the player should select and use the most
adequate motor response in an intelligent and/or creative manner7
. Hence,
the technical actions characteristic of a soccer game, such as shot on goal,
passing and dribbling, emerge from decisional processes, i.e., the choice
of “what to do”3
. The action in team sports must therefore be understood
based on the inseparable relationship between tactical and technical skills.
Studies have analyzed the tactical behavior of soccer players at differ-
ent ages and positional statutes using the System of Tactical Assessment
in Soccer9
(FUT-SAT)10,11
. The FUT-SAT test permits to evaluate tactical
behavior based on 10 core tactical principles, including five for the de-
fensive phase (delay, defensive coverage, concentration, balance between
recovery and defense, and defensive unity) and five for the offensive phase
(penetration, offensive coverage, depth mobility, width and length (with
and without the ball), and offensive unity). Two indices can be obtained
from these indicators: the offensive tactical performance index (TPI-O) and
the defensive tactical performance index (TPI-D)9
, which indicate specific
knowledge of the soccer player about tactical actions during a game. Two of
these principles are directly related to dribbling on the pitch: penetration
and width/length (with the ball).
Withrespecttothetechnicalcomponent,studieshaveusedtheprotocol
of Mor and Christian12
and reported a low correlation between technical
and physical performance13
and improvement of technical performance
when the training emphasis was on tactical rather than technical skills14
.
This test evaluates the actions of dribbling, shooting on goal and passing,
technical skills considered to be fundamental for soccer performance15
and
frequently addressed in other protocols. Although this protocol was pub-
lished more than 30 years age, it continues to be applied in scientific studies.
Knowledge of the interactions between technical skills and tactical
knowledge in soccer is fundamental for the understanding of team sports
performance and consequently for the adaptation of teaching-learning-
training processes to sporting demands.
Although the high time pressure characteristic of soccer simultane-
ously requires from its players elevated technical and tactical performance,
3. 138
Technical and tactical performance in soccer Praça et al.
little attention has been given so far to the knowledge of the relationships
between these components, indicating a gap that should be filled to assist
coaches with the correct assessment of athlete performance. Therefore,
the objective of the present study was to verify the relationship between
tactical performance indices (offensive and defensive) and technical sills
in federated male youth soccer players. It is expected that the findings of
this study permit the reflection of coaches about soccer player assessment.
METHODOLOGICAL PROCEDURES
This study was approved by the Ethics Committee of the Federal University
of Minas Gerais (Universidade Federal de Minas Gerais) (Protocol No.
ETIC 0218.0.203.000-10).
Sample
Thesampleofthisstudywaschoseninanon-randommannerbyjudgement
sampling and consisted of 24 federated male soccer players aged between
14 and 15 years. The athletes belonged to a soccer team from the city of
Belo Horizonte that participated in national competitions. The athletes
trained on average 5 times per week and had a mean of 4.3 ± 1.2 years of
experience. These ages were chosen since they are the first to participate
in national youth soccer competitions in Brazil.
Tactical and technical tests
The tactical and technical tests were performed on a soccer field with a grass
surface during the same session of data collection in a random order. The
technicalskillstestlastedapproximately45minutesandconsistedodribbling,
shootingongoalandpassing,inthisorder.Thedurationofthetacticalbehav-
iortestwas24minutes.Thetestconsistedof6small-sidedgamesof4minutes
each, with a configuration of (GK+3)x(3+GK) (three field players plus one
goalkeeper per team). The test is described in detail in the item Instruments.
Instruments
• Tactical behavior: The FUT-SAT test9
was used to evaluate the tactical
behavior of soccer players and to obtain TPI-O and TPI-D, in addi-
tion to data regarding penetration and width/length with the ball.
For this purpose, the players participated in a small-sided game with
a functional structure of (GK+3)x(3+GK) whose objective is similar
to that of a formal game: to score the largest number of goals possible
and to prevent the other team from scoring. The test was performed
in a space of 36 x 27 meters demarcated with cones and two goals (6 x
2 meters), with each game lasting 4 minutes. Data such as the tactical
principle used, place of action in the game field, and action outcome
were extracted from this test. The data extracted were used to obtain
the TPI-O and TPI-D. These indices were calculated as the ratio of
the product of the sum of tactical actions in relation to the four items
4. Rev Bras Cineantropom Desempenho Hum 2015, 17(2):136-144 139
(performance of the principle, quality of principle performance, place
of action in the game field, and action outcome) and total number of
tactical actions. The calculations were made in ad hoc Excel spread-
sheets. The procedures and weights attributed to each category have
been described by Costa et al.9
.
• Technical skills - The General Soccer Ability Skill Test Battery pro-
posed by Mor and Christian12
was used to evaluate the technical skills
of the players. In this battery, the performance of the players in drib-
ble, pass and shot on goal tests was evaluated. In the dribble test, the
performance of soccer players is evaluated based on the time spent
running a previously known trajectory, dribbling the ball. The shorter
the time spent, the better the performance. For the pass and shot on
goal tests, the players should shoot at previously established targets
and the highest scores are obtained as they hit the positioned targets.
Quality of the data
For the FUT-SAT data, inter- and intra-rater reliability was tested using
Cronbach’s alpha coefficient. The results showed inter-rater agreement
higher than 0.995 (p=0.0001) and intra-rater agreement higher than 0.989
(p=0.0001) for the tactical principles place of action and action outcome.
Data analysis
First, the Shapiro-Wilk test was applied to determine whether the data
showed a normal distribution. Since the results showed significant devia-
tion from normality, nonparametric statistical tests were used, including
Spearman’s correlation matrix. For the tactical and technical variables,
positive correlations indicate an increase in the value of one item followed
by an increase in the corresponding item, while negative correlations
indicate an increase in the value of one item followed by a reduction in
the value of the other. For the dribble variable, the values obtained by the
athletes correspond to the total time spent over the course, i.e., the lower
this value, the better the performance of the athlete. For this item, posi-
tive correlations indicate that an increase in a given variable is associated
with poorer dribbling performance (increase in total dribbling time) and
negative correlations indicate that higher values of a variable are associated
with improved dribbling performance (reduction in total dribbling time).
The data were analyzed with the SPSS 20.0 statistical software.
RESULTS
Table 1 shows the correlation between performances in the skill test battery
and tactical performance indices obtained with the FUT-SAT.
As can be seen in Table 1, the dribble variable was positively correlated
with shot on goal and TPI-O (significant for shot on goal) and negatively
correlated with pass and TPI-D (no significant correlations). In contrast,
the variables related to tactical behavior showed a significant negative cor-
5. 140
Technical and tactical performance in soccer Praça et al.
relation with each other (-0.623). This result indicates that an increase in
offensive tactical performance is strongly associated with a reduction in
defensive tactical performance.
Table1.Spearmancorrelationmatrixbetweenperformanceinthetechnicaltestsandtacticalperformanceindices.
Variable Dribble Pass Shot on goal TPI-O TPI-D
Dribble 1 -0.204 0.394* 0.342 -0.037
Pass -0.204 1 -0.23 -0.252 0.127
Shot on goal 0.394* -0.23 1 0.367 0.033
TPI-O 0.342 -0.252 0.367 1 -0.623*
TPI-D -0.037 0.127 0.033 -0.623* 1
* Significant correlation (p<0.05). TPI-O: offensive tactical performance index; TPI-D: defensive tactical
performance index.
Among the core tactical principles, two are characterized by the
need for ball possession: penetration and width/length with the ball. In
both cases, the players dribble the ball across the pitch, in the first with
movements towards the opponent’s goal and in the second with lateral
movements or movements to distant zones of the pitch. Table 2 shows the
intensity of correlation between the occurrence of these two principles and
the result of the dribble test. For this purpose, the principles were divided
into positive execution, negative execution, and total number of executions.
Additionally, the overall number of actions related to dribbling is reported.
Table 2. Correlation between performance in the dribble test and tactical principles related to dribbling.
Total number
of penetrations
Positive
penetrations
Negative
penetrations
Total width/
length with
the ball
Positive
width/
length
Negative
width/
length
Total number
of dribbling
actions
Time in the
dribble test
Correlation
coefficient -0.072 -0.125 0.014 0.029 -0.171 0.538*
-0.136
p 0.739 0.561 0.947 0.895 0.426 0.007 0.525
* Significant correlation at p<0.01.
A significant (p<0.01) and positive (0.538) correlation was observed
between dribbling performance and the incidence of tactical actions of
width/length with a ball with negative characteristics. No significant cor-
relations were observed for the other variables.
Furthermore, the game performed to evaluate tactical performance
with the FUT-SAT protocol was organized in a manner similar to that of
a formal game and even included targets (goals) and goalkeepers to de-
fend them. Therefore, the athletes had the objective to create situations of
shooting the ball at goal and scoring goals. The number of shots on goal
per player was thus quantified and a correlation was observed between this
result and performance in the shot on goal test. A correlation of 0.188 was
detected between the incidence of shots on goal in the (GK+3)x(3+GK)
game and shot on goal performance in the Mor-Christian test12
.
6. Rev Bras Cineantropom Desempenho Hum 2015, 17(2):136-144 141
DISCUSSION
The present study demonstrated a relationship between technical capac-
ity, evaluated by testing motor actions independently of the game context,
and tactical behavior, evaluated in a small-sided game [(GK+3)x(3+GK)]
using the FUT-SAT protocol. The main finding of this study was the low
correlation between the technical skills of dribbling, passing and shooting
on goal and offensive (0.342, -0.252 and 0.367, respectively) and defensive
tactical performance (-0.037, 0.127 and 0.033, respectively).
Two different processes are used to evaluate technical actions in soc-
cer. On the one hand, studies13,16,17
have adopted instruments designed to
identify the level of technical skills in controlled situations in the absence
of opposing players and complex decisional processes and in discrete
tasks12,18-21
. In those studies, performance is associated with the ability to
execute movements at the highest velocity possible (in the case of drib-
bling actions and change of direction). On the other hand, studies using
small-sides games22
quantified technical actions in the game context by
recording the number of passes, dribbles, shots and duels. These studies
identified the total number of actions and the percentage of correct actions
as indicators of technical performance23-25
.
Based on the paradigm of assessment represented by technical tests
similar to the protocol used in this study12
, coaches can assess in a strictly
controlled environment the technical performance of players in motor
actions inherent to the demands of a soccer game15
. In this respect, it was
observed that the demonstration of elevated levels of technical skills may
not correspond to their correct use in the tactical context of the game.
For example, the low association between performance in the dribble test
and efficiency in the utilization of penetration during the offensive phase
reveals that components complementary to technical prowess, and notably
associated with decisional capacity, act in the random, unpredictable and
complex context of the soccer game1
. It is initially assumed that the motor
action, i.e., the execution of the technique, even when measured separately
from the other performance components, is a good indicator of the athlete’s
technical ability shown during a game and can therefore be used by coaches
for the control of training processes. However, the findings of the present
study indicate that technical performance evaluated in situations of low
situational demands, i.e., tactical-cognitive or technical skills tests outside
the game context, shows a low association with tactical performance in the
situation of a reduced game.
Also within this context, the core tactical principles that are directly
associated with ball possession – penetration and width/length with the
ball26
– showed low correlations with the results of the athletes in the
dribble test. Additionally, the number of shots on goal in the small-sided
game were poorly correlated with performance in the shot on goal test.
This result indicates that the accuracy of the technical test is insufficient
to encourage players to use the dribbling and shooting actions in complex
7. 142
Technical and tactical performance in soccer Praça et al.
contexts, such as a game27
. It can therefore be speculated that structures
other than the technical component interfere with the athlete’s capacity
to use the technical skills shown in the test in the context of the game.
In the technical skills test used in the present study12
, the athlete should
completelyfocushisattentionontheexecutionofthesportstechnique,with
internal focus on the execution of the movement. In contrast, in the context
of a small-sided game as well as a formal game, the amount of information
to be observed and analyzed implies the attention to be divided between
motor execution and the perception of stimuli for correct decision-making,
with greater demand for the external focus of attention5
. Thus, an increase
in the variability of the requirements requested by a game is observed, in
which factors such as experience, competitive level28
and time pressure5
manifest in the actions of players and interfere at times when rapid visual
information processing is required and motor actions need to be performed
with maximum accuracy16
.
Furthermore, in soccer, it is impossible to accurately predict the se-
quence of actions that will be performed during a game, a characteristic
resulting from the random, unpredictable and complex context of team
sports1
. Good technical performance therefore requires stable structures
that are able to elicit similar responses in similar contexts, as well as flexible
structures that are able to permit the execution of a technique based on the
person-environment-task relationship, i.e., in a game situation.
The evaluation of technical behavior in team sports, including soccer,
should provide the coach with tools that permit to assess the technical
performance of his athletes in a context of greater control characteristic
of the protocol used in this study, but also to establish a link with the true
context of interaction with tactical behaviors as demonstrated in studies
on small-sided games23-25
. In this respect, the solution of current problem
situations during a sports action concomitantly relies on the knowledge of
“how to do it” – the application of a specific motor action to a task – and
“what to do” – the selection of responses to environmental constraints
based on cognitive processes. From this point of view, determination
of the performance of soccer athletes should provide an understanding
of the interactions established between the knowledge of “what to do” –
tactical component – and of “how to do it” – technical component – and
consequently permit the correct planing of the teaching-learning-training
process according to the necessities of the athletes and the game concept/
model adopted by the coach/team. Thus, knowing “what to do” and “how
to do it” (tactical and technical, respectively) potentiate and limit each
other and the action performed by the player is the demonstration of the
interaction between both.
Also in this respect, it is believed that the differentiation between
“knowing what to do” and “knowing how to do it” is insufficient to fully
assess the well-known multifactorial performance characteristic of soccer.
It is therefore suggested that the assessment using controlled protocols, as
proposed by Mor and Christian12
, also includes evaluation in the context
8. Rev Bras Cineantropom Desempenho Hum 2015, 17(2):136-144 143
of the game characterized by the permanent interaction with decisional
components that underlie the decision-making in team sports1,5,7
.
Thepresentfindingsneedtobeinterpretedwithcautionconsideringthe
population among which the sample was selected and the characteristics of
the protocol adopted for technical evaluation in this study. In this respect,
different performance levels, i.e., beginner or elite athletes of the modality,
maypresentspecificgamedemandsthatleadtodistinctdecisionalprocesses
and consequently different potentials in the use of a sports technique in
the game context. Further studies involving a broader sample in terms of
competitive levels, age and gender, as well as studies using other protocols
to evaluate technical skills in soccer players, should therefore be conducted.
Finally, we propose that tactical and technical behaviors, as well as
the training of soccer athletes, are evaluated using means that reproduce
the true demands of a game characterized by the permanent interaction
between tactical-technical components in a complex decisional context1,3
.
In this respect, small-sided games22
are important tools for both assessment
and training, which reflect the permanent use of techniques (passing, drib-
bling, shooting, etc.) contextualized as a function of cognitive processes
that affect the decision-making. In addition to tactical-technical actions,
physiological responses and motor variables22
, as well as their respective
interactions, also need to be investigated in these games in order to de-
termine the full performance of players. It is important that new results
permit to evaluate not only the effects of alterations in the configuration of
small-sided games on the responses of athletes, but also the use of this tool
for the process of teaching-learning-training of tactical-technical contents.
CONCLUSIONS
Tactical performance showed a low correlation with performance in the
technical skills of dribbling, passing and shot on goal in soccer players.
Specifically, a low correlation was observed between performance in the
dribble test and the tactical principles penetration/width and length with
the ball, and between performance in the shot on goal test and shooting
on goal during the game. The results indicate a gap between the evalua-
tion of technical performance in discrete, poorly complex and predictable
situations and the adaptive demand generated by a soccer game.
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Corresponding author
Pablo Juan Greco.
Centro de Estudos em Cognição e
Ação. Escola de Educação Física,
Fisioterapia e Terapia Ocupacional.
Universidade Federal de Minas Gerais.
Av. Antônio Carlos, 6627, Pampulha.
CEP 31270901. Belo Horizonte. MG.
Brasil.
E-mail: grecopj@ufmg.br
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