Development of a Skill Acquisition Periodisation Framework for High-Performance Sport

Ecological-Dynamic Approach vs. Traditional Prescriptive Approach in Improving Technical Skills of Young Soccer Players

Background: This study contributes to expanding the existing literature on learning technical skills in youth soccer by comparing the effectiveness of different training approaches in the development of passing skills. The ecological-dynamic approach, which emphasizes the continuous and adaptive interaction between the athlete and the environment, is analyzed in comparison to the traditional prescriptive approach, which relies on predefined techniques and exercises. The aim of the study is to determine which of the two approaches is more effective in improving the performance of young soccer players. Methods: Thirty players (age 12 ± 1.2 years) were randomly assigned to two groups: the ecological-dynamic group (ECG) and a control group (CON). Both groups underwent an eight-week training program with equal sessions. The ECG group's training focused on adjusting constraints like the learning environment, game rules, and visual restrictions to boost adaptability and problem-solving skills. The CON group followed a traditional prescriptive approach with specific instructions, goal setting, immediate feedback, and structured exercise progression. Passing abilities were evaluated before and after the program using the Loughborough Soccer Passing Test, with a retention test administered five weeks later. Descriptive statistics, including mean values and percentage improvements, were used. A repeated measures ANOVA compared differences between the groups. Results: The analysis revealed a significant Occasion × Group interaction for all performance variables, indicating that the ECG group experienced greater improvements than the CON group. Specifically, the ECG group showed significant reductions in Trial Time (p = 0.001, ηp2 = 0.6), Penalty Time (p = 0.016, ηp2 = 0.4), and Overall Performance (p = 0.011, ηp2 = 0.8) from pre-test to post-test. However, these improvements did not persist into the retention test (p = 0.131, p = 0.792, and p = 0.192, respectively). The CON group also improved significantly in Trial Time (p = 0.003), Penalty Time (p = 0.002), and Overall Performance (p = 0.001) from pre-test to post-test, but with smaller effect sizes and no sustained gains at retention. Conclusions: The ecological-dynamic approach (EDG) has proven to be more effective in enhancing passing skills compared to the traditional prescriptive approach (CON). Although both methods led to performance improvements, the EDG group achieved more significant progress.

The physical, technical and tactical demands of on-field training drills in professional Rugby league: a systematic scoping review

OBJECTIVES

The main objectives of this scoping review were to conduct a systematic search on the physical, technical and tactical demands of rugby league training, consolidate and summarise key findings and identify any existing gaps in knowledge.

METHODS

A systematic online search of Scopus, PubMed, MEDLINE and SPORTDiscus was conducted from earliest record to 6 August 2023 and supplemented by manually searching reference lists. The Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist was followed. Studies were eligible for inclusion if they investigated the physical, technical and/or tactical demands of rugby league training within all levels of competition and included either male or female participants.

RESULTS

The initial search yielded 637 papers, 25 of which were included in the review. Of these studies, the majority (n = 19) exclusively examined the physical demands of training, one paper exclusively examined the technical demands of training, five studies included both physical and technical demands, and no studies examined the tactical demands of training. Small-sided games was the most prevalent drill included within investigations examining the physical and technical demands of various rugby league training drills.

CONCLUSIONS

The present review was the first to scope peer-reviewed literature on the multifaceted demands (i.e. physical, technical and tactical) demands of rugby league training. It is apparent that this area is under researched, specifically in literature examining the technical and tactical elements of rugby league training.

The Relationships Between External and Internal Training Loads in Mixed Martial Arts

PURPOSE

As a multidisciplined combat sport, relationships between external and internal training loads and intensities of mixed martial arts (MMA) have not been described. The aim of this study was to determine the external loads and intensities of MMA training categories and their relationship to internal loads and intensities.

METHODS

Twenty MMA athletes (age = 23.3 [5.3] y, mass = 72.1 [7.2] kg, stature = 171.5 [8.4] cm) were observed for 2 consecutive weeks. Internal load and intensity (session rating of perceived exertion [sRPE]) were calculated using the Foster RPE for the session overall (sRPE-training load [TL]) and segmented RPE (segRPE-TL) for each training category: warm-up, striking drills, wrestling drills, Brazilian jiujitsu (BJJ) drills, striking sparring, wrestling sparring, BJJ sparring, and MMA sparring. External load and intensity were measured via Catapult OptimEye S5 for the full duration of each session using accumulated Playerload (PLdACC) and PLdACC per minute (PLdACC·min-1). Differences in loads between categories and days were assessed via Bayesian analysis of variance (BF10 ≥ 3). Predictive relationships between internal and external variables were calculated using Bayesian regression.

RESULTS

Session overall sRPE-TL = 448.6 (191.1) arbitrary units (AU); PLdACC = 310.6 (112) AU. Category segRPE-TL range = 33.8 (22.6) AU (warm-up) to 122.8 (54.6) AU (BJJ drills). Category PLdACC range = 44 (36.3) AU (warm-up) to 125 (58.8) AU (MMA sparring). Neither sRPE-TL nor PLdACC changed between days. PLdACC was different between categories. Evidence for regressions was strong-decisive except for BJJ drills (BF10 = 7, moderate). R2 range = .50 to .77, except for warm-up (R2 = .17), BJJ drills (R2 = .27), BJJ sparring (R2 = .49), and session overall (R2 = .13).

CONCLUSIONS

While MMA training categories may be differentiated in terms of external load, overall session external load does not change within or between weeks. Resultant regression equations may be used to appropriately plan MMA technical/tactical training loads.

An ecological approach for skill development and performance in soccer goalkeeper training: Empirical evidence and coaching applications

Ecological approaches in sport consider that athletes adapt to properties of the task and the surrounding environment. Thus, task and environment are key constraints of performance. Yet, the influence of task and environmental constraints on athletes' performance needs empirical examination, especially in sport-specific contexts such as soccer goalkeeping. This study aimed to examine if and how task and environmental constraints influenced goalkeepers (GKs') performances. We monitored performance coefficients of two professional female GKs across 13 training tasks that varied based on 9 constraints, referring to both interactions among athletes and properties of the surrounding landscape. Results showed that constraints explain ~ 47% of the observed variability in GKs' performances. Numerical complexity (i.e., the potential interactions between athletes) showed a major influence on performance, which indicates that number of interactions among athletes may constrain GKs' perceived opportunities for action. Field dimensions and landscape representativity (including elements such as penalty area(s), target goal(s) and constraints for shooting) showed positive relationships with performance, supporting that training designs retaining closer proximity to the game may benefit GKs' performances. Overall, results supported that athlete-environment couplings could be understood as a multifactorial model and hence, a combination of task constraints are necessary for designing effective learning environments.

Development of a Cutting Technique Modification Training Program and Evaluation of its Effects on Movement Quality and Cutting Performance in Male Adolescent American Football Players

This study developed a cutting technique modification training program and investigated its effects on cutting performance and movement quality in adolescent American football players. For six weeks, an intervention group (IG) of 11 players participated in 25 min cutting technique modification training sessions integrated into team training twice a week, while a control group (CG) of 11 players continued their usual team training. Movement quality was assessed by evaluating 2D high-speed videos, obtained during preplanned 45° and 90° cutting tests, using the Cutting Movement Assessment Score (CMAS) qualitative screening tool. Cutting performance was assessed based on change of direction deficit (CODD). Significant interaction effects of time × group were found for CMAS in 45° and 90° cuttings (p < 0.001, ηp2 = 0.76, p < 0.001, ηp2 = 0.64, respectively), with large improvements in the IG (p < 0.001, g = -2.16, p < 0.001, g = -1.78, respectively) and deteriorations in the CG for 45° cuttings (p = 0.002, g = 1.15). However, no statistically significant differences in CODD were observed pre-to-post intervention. The cutting technique modification training was effective at improving movement quality without impairing cutting performance, and it can be used by practitioners working with adolescent athletes.

Effective practice and instruction: A skill acquisition framework for excellence

We revisit an agenda that was outlined in a previous paper in this journal focusing on the importance of skill acquisition research in enhancing practice and instruction in sport. In this current narrative review, we reflect on progress made since our original attempt to highlight several potential myths that appeared to exist in coaching, implying the existence of a theory-practice divide. Most notably, we present five action points that would impact positively on coaches and practitioners working to improve skill learning across sports, as well as suggesting directions for research. We discuss the importance of practice quality in enhancing learning and relate this concept to notions of optimising challenge. We discuss how best to assess learning, the right balance between repetition and practice that is specific to competition, the relationship between practice conditions, instructions, and individual differences, and why a more "hands-off" approach to instruction may have advantages over more "hands-on" methods. These action points are considered as a broad framework for advancing skill acquisition for excellence (SAFE) in applied practice. We conclude by arguing the need for increased collaboration between researchers, coaches, and other sport practitioners.

Many Pieces to the Puzzle: A New Holistic Workload Approach to Designing Practice in Sports

Representative learning design (RLD) in sport is a well-established concept in both theory and practice. The goal of RLD is to faithfully replicate competition environments in training settings to benefit improvement in athletic performance. There is currently little research that considers how representative an activity needs to be to facilitate learning transfer, and how that level of representativeness might fluctuate between activities or sessions, and across competitive cycles. Similarly, there is no existing research that specifically considers the elevated workload (in cognitive and physical load) of highly representative training, and the potential impacts of chronic overuse of these highly demanding activities. This paper addresses these limitations, making a case for the application of RLD that considers the level of representativeness (fidelity) and the demands placed on athletes (load) from both a cognitive and physical perspective. This paper also suggests several categorisations of training activities that are based on their relative representativeness, level of imposed demands, and the intended outcomes of the activity with reference to the perception-action cycle. The two core concepts of fidelity and load are combined for a new approach to representative training that allows practitioners to balance the benefits of representative training with the risks of imposing excessive load on athletes.

Coaching and talent development in esports: a theoretical framework and suggestions for future research

Esports is a growing phenomenon that is capturing the attention of individuals worldwide, and has grown to provide professional and lucrative careers for those who reach the upper echelons. One question that arises, is how esports athletes develop the necessary skills required to improve and compete. This perspective piece opens the door to skill acquisition within esports and how research through an ecological approach can benefit researchers and practitioners as they understand the various perception-action couplings and decision-making challenges faced by esports athletes. We will identify and discuss what constraints look like in esports, the role of affordances, and theorize the implementation of a constraints-led approach in contrasting esports genres. As esports is technology-heavy in nature and generally sedentary, the use of eye-tracking technology is argued to represent an effective method to better understand perceptual attunement between individuals and teams. Future research into skill acquisition in esports is needed to develop a clearer picture of what makes the greatest esports player so great, and how newer players can be developed effectively.

What Are the Load and Wellness of Young Second-Team Football Players When Transitioning to the First Team? A Comparison of 2 Consecutive Preseasons

PURPOSE

To compare the load and wellness of second-team academy football players during a first-team preseason with those of first-team players and those of their previous second-team preseason.

METHODS

Athletic Club's first- (n = 10) and second-team (n = 9) players were prospectively followed during the 2019-20 first- and second-team and 2020-21 first-team preseasons. Weekly external and internal loads and average wellness z-scores (fatigue, sleep quality, muscle soreness, stress, and mood) were compared between preseasons and teams.

RESULTS

While training together during the 2020-21 preseason, second-team players performed more decelerations <-3 m/s2 per week than first-team players (moderate effect size). For first-team players, there were only small differences between preseasons in external load, but session rating of perceived exertion was higher (moderate) and stress (moderate) and mood (large) z-scores were worse in 2020-21. For second-team players, more total distance (large), accelerations >3 m/s2 (large), and decelerations <-3 m/s2 (very large) were performed; total loading (moderate) and session rating of perceived exertion (moderate) were higher; and fatigue (very large) and stress (moderate) z-scores were worse during the 2020-21 first-team preseason compared to their previous second-team preseason.

CONCLUSIONS

Players transitioning from the second team faced higher external and internal loads, fatigue, and stress during the first-team preseason compared to the previous second-team preseason. Player development and monitoring plans appear necessary to manage the transition from the academy to the first team.

Evaluation of Reaction Time during the One-Leg Balance Activity in Young Soccer Players: A Pilot Study

This study's aim was two-fold: (i) to test the intra-session reliability of the one-leg balance activity test; and (ii) to assess the influence of age on reaction time (RT) and the differences between dominant and non-dominant feet. Fifty young soccer players with an average age of 12.4 ± 1.8 years were divided into two groups: younger soccer players (n = 26; 11.6 ± 0.9 years) and older soccer players (n = 24; 14.2 ± 0.8 years). Each group then completed four trials (two with each leg) of the one-leg balance activity (OLBA) to evaluate RT under a single-leg stance. Mean RT and the number of hits were calculated, and the best trial was also selected. T-tests and Pearson correlations were performed for statistical analysis. Values for RT were lower, and the number of hits was higher while standing on the non-dominant foot (p = 0.01). MANOVA revealed that the "Dominant Leg" factor did not affect the multivariate composite (Pillai Trace = 0.05; F(4, 43) = 0.565; p = 0.689; Partial ETA Squared = 0.050; Observed Power = 0.174). The "Age" factor did not present an effect on the multivariate composite (Pillai Trace = 0.104; F(4, 43) = 1.243; p = 0.307; Partial ETA Squared = 0.104; Observed Power = 0.355). The results of the present investigation demonstrate that RT may be lower while standing on the non-dominant foot.

Language games and blurry terminology: Can clarity enhance athlete development?

This perspective focuses on the need for researchers and practitioners to carefully consider the clarity and consistency of their language in the context of athlete development. Evidence supporting a lack of congruency in the way certain terms and expressions are defined, understood, and operationalized continues to accumulate, highlighting the importance of this area for sport stakeholders and the potential looming crises. In systems that regularly rely on precision and accuracy, it will be critical that all involved in the co-creation of knowledge generation and application carefully consider terms that may further complicate athlete development practices. We highlight some potentially blurry terms and draw attention to potential avenues for future research.

Development and validity of the Subjective Training Quality scale

AbstractThis study aimed to define, develop, and validate a subjective scale of training quality. Two related studies were used to 1) define training quality and 2) develop and validate a subjective scale. Part One: a purposive sample of 15 sub-elite (i.e., national) and elite (i.e., international) swimmers participated in one, 20-30-min semi-structured interview. Thematic analysis of interview responses established three constructs to define training quality. These were the physical, technical, and mental aspects of training. Part Two: development of the Subjective Training Quality (STQ) scale based on the three constructs identified in Part One. 252 sub-elite and elite athletes, across eight sports completed the STQ scale. Cronbach's alpha (α) assessed internal consistency, histogram plot analysis assessed face validity, and confirmatory factor analysis (CFA) compared physical, technical, and mental constructs with training quality. Root mean square error of approximation (RMSEA) and standardised root mean square residual (SRMR) evaluated CFA quality of fit. Physical, technical, and mental constructs demonstrated a high 'acceptable' level of internal consistency (α=0.85) and excellent face validity. Comparatively, the CFA quality of fit was 'excellent' (RMSEA=<0.01 'good', SRMR = 0.00 'perfect'). The STQ scale demonstrated excellent internal consistency and face validity, establishing capacity to monitor training quality. The STQ scale could be used in conjunction with traditional training monitoring tools to provide additional insight into athlete's training quality. Further investigation is required to determine how the STQ scale may interact with subjective and objective training performance measures, and how it could be incorporated into daily training monitoring.

Locomotor and technical characteristics of female soccer players training: exploration of differences between competition standards

OBJECTIVES

To (i) quantify the differences in locomotor and technical characteristics between different drill categories in female soccer and (ii) explore the training drill distributions between different standards of competition.

METHODS

Technical (ball touches, ball releases, high-speed ball releases) and locomotor data (total distance, high-speed running distance [>5.29 m∙s^-1]) were collected using foot-mounted inertial measurement units from 458 female soccer players from three Women's Super League (WSL; n = 76 players), eight Women's Championship (WC; n = 217) and eight WSL Academy (WSLA; n = 165) teams over a 28-week period. Data were analysed using general linear mixed effects.

RESULTS

Across all standards, the largest proportion of time was spent in technical (TEC) (WSL = 38%, WC = 28%, WSLA = 29%) and small-sided extensive games (SSGe) (WSL = 20%, WC = 31%, WSLA = 30%) drills. WSL completed more TEC and tactical (TAC) training whilst WC and WSLA players completed more SSGe and possession (POS) drills. Technical drills elicited the highest number of touches, releases and the highest total distance and high-speed activity. Position-specific drills elicited the lowest number of touches and releases and the lowest total distance. When the technical and locomotor demand of each drill were made relative to time, there were limited differences between drills, suggesting drill duration was the main moderating factor.

CONCLUSION

Findings provide novel understanding of the technical and locomotor demands of different drill categories in female soccer. These results can be used by coaches and practitioners to inform training session design.

Pathways in Paralympic Sport: An In-Depth Analysis of Athletes' Developmental Trajectories and Training Histories

This three-part investigation conducted a comprehensive analysis of 213 Australian and Canadian athletes' developmental trajectories, training histories, and experiences in organized sports from 18 Paralympic sports (PS). While athletes with early-onset impairments (i.e., congenital, preadolescent) reached milestones and commenced various types of training at a significantly younger age than athletes with later-onset impairments (i.e., early adulthood, adulthood), the latter groups progressed through their careers and incorporated various trainings at a faster pace (i.e., fewer years). Preferences to certain training conditions varied between groups. Eighty-two percent of the athletes with acquired impairments had experience in able-bodied sports before the onset of their impairment, with 70% noting involvement in sports similar to their current PS. The participation rates (38%) and sport similarity (53%) were lower in PS. The amalgamation of findings from this series of studies highlights the complexity associated with PS athletes' development and demonstrates the importance of taking an individualized approach.

Perceptual-Motor and Perceptual-Cognitive Skill Acquisition in Soccer: A Systematic Review on the Influence of Practice Design and Coaching Behavior

Facilitating players' skill acquisition is a major challenge within sport coaches' work which should be supported by evidence-based recommendations outlining the most effective practice and coaching methods. This systematic review aimed at accumulating empirical knowledge on the influence of practice design and coaching behavior on perceptual-motor and perceptual-cognitive skill acquisition in soccer. A systematic search was carried out according to the PRISMA guidelines across the databases SPORTDiscus, PsycInfo, MEDLINE, and Web of Science to identify soccer-specific intervention studies conducted in applied experimental settings (search date: 22nd November 2020). The systematic search yielded 8,295 distinct hits which underwent an independent screening process. Finally, 34 eligible articles, comprising of 35 individual studies, were identified and reviewed regarding their theoretical frameworks, methodological approaches and quality, as well as the interventions' effectiveness. These studies were classified into the following two groups: Eighteen studies investigated the theory-driven instructional approaches Differential Learning, Teaching Games for Understanding, and Non-linear Pedagogy. Another seventeen studies, most of them not grounded within a theoretical framework, examined specific aspects of practice task design or coaches' instructions. The Downs and Black checklist and the Template for Intervention Description and Replication were applied to assess the quality in reporting, risk of bias, and the quality of interventions' description. Based on these assessments, the included research was of moderate quality, however, with large differences across individual studies. The quantitative synthesis of results revealed empirical support for the effectiveness of coaching methodologies aiming at encouraging players' self-exploration within representative scenarios to promote technical and tactical skills. Nevertheless, "traditional" repetition-based approaches also achieved improvements with respect to players' technical outcomes, yet, their impact on match-play performance remains widely unexplored. In the light of the large methodological heterogeneity of the included studies (e.g., outcomes or control groups' practice activities), the presented results need to be interpreted by taking the respective intervention characteristics into account. Overall, the current evidence needs to be extended by theory-driven, high-quality studies within controlled experimental designs to allow more consolidated and evidence-based recommendations for coaches' work.

Parkour-Based Activities in the Athletic Development of Youth Basketball Players

While ideas from long-term athlete development (LTAD) models have been adopted and integrated across different sports, issues related to early specialization, such as increased risk of injury and burnout, are still common. Although some benefits may be associated with early sport specialization, sports sampling is purported to be a more effective approach to the long-term health and wellbeing of children. Furthermore, the concept of developing what are commonly referred to as "fundamental movement skills" (FMS) is central to the rationale for delaying single sports specialization. However, in place of sports sampling, it appears that the practice of strength and conditioning (S&C) has become a driving force behind developmental models for youth athletes, highlighted by the growing body of literature regarding youth athletic development training. In this perspective piece, we explore how conventional S&C practice may insufficiently develop FMS because typically, it only emphasizes a narrow range of foundational exercises that serve a limited role toward the development of action capabilities in youth athletic populations. We further discuss how this approach may limit the transferability of physical qualities, such as muscular strength, to sports-specific tasks. Through an ecological dynamics lens, and using basketball as an example, we explore the potential for parkour-based activity within the LTAD of youth basketball players. We propose parkour as a training modality to not only encourage movement diversity and adaptability, but also as part of an advanced strength training strategy for the transfer of conventional S&C training.

The influence of environmental and task constraint interaction on skilled behaviour in Australian Football

The design of sports practice environments can be informed through data collected and analysed according to principles of the constraints-led approach. In this study, three manipulated environmental (area per player, number of players and team outnumber) and two task (activity objective and disposal limitations) constraints were measured during professional Australian Football training activities (n = 112) to determine their relationship with skilled behaviour. Linear regression modelling of the five manipulated constraints explained 68% of the variance in disposal frequency but only 22% in skill efficiency. Activities with scoring objectives, limited to kicking or which permitted all disposals, reduced the disposal frequency per player. Activities which permitted all disposals were also weakly, negatively associated with skill efficiency. A Classification Based on Association analysis measured the interaction between manipulated constraints and their relationships with possession time and pressure. When compared to the null model, the analysis improved pressure classification accuracy by 5.9% and did not improve possession time classification accuracy. This indicates skills were often performed under varying spatial and temporal constraints during many of the training activities. This study presents multivariate analytical methods which consider constraint interaction, enhancing how practitioners can evaluate and inform training design in sport.

Acute Effects of Training Loads on Muscle Damage Markers and Performance in Semi-elite and Elite Athletes: A Systematic Review and Meta-analysis

BACKGROUND

The relationship between exercise-induced muscle damage (EIMD) indicators and acute training loads (TL) is yet to be reviewed extensively in semi-elite and elite athlete populations.

OBJECTIVES

The objectives of this systematic review and meta-analysis were threefold: (1) to evaluate studies of EIMD following the initial period of the preseason in semi-elite and elite athletes: (2) to examine acute physiological and performance responses across two periods of the season with similar TL; and (3) to examine acute physiological and performance responses to acute changes in TL during the season.

METHODS

The CINAHL, PubMed, Scopus, SPORTDiscus and Web of Science databases were systematically searched for studies that investigated: (1) semi-elite or elite athletes in team or individual sports following a periodised training programme; and (2) measured acute responses to training. Studies were excluded if: (1) conducted in animals; (2) non-English language; or (3) a conference abstract, review or case report. The Kmet Quality Scoring of Quantitative Studies tool was used for study appraisal.

SYNTHESIS METHODS

Data were quantitatively analysed by generating forest plots to report test statistics for statistical significance and inter-trial heterogeneity.

RESULTS

Of the included studies (n = 32), athletes experienced greater creatine kinase (CK) concentrations (Z = 4.99, p < 0.00001, I² = 74%), inflammatory factors and other indirect measures of muscle damage in the initial phase of the preseason period compared to the off-season; there were no changes in CK (Z = 1.43, p = 0.15, I² = 74%) across two time points of similar TL; and there were concurrent increases in CK with increases in TL (Z = 4.26, p < 0.0001, I² = 36%) and vice versa (Z = 4.33, p < 0.0001, I² = 79%).The qualitative analysis identified that the response of inflammatory factors and other indirect measures of muscle damage to changes in load were inconclusive.

LIMITATIONS

This review included varying age, sex, sports and competition levels. The group level meta-analysis failed to identify within-athlete or position-specific differences across time.

CONCLUSION

Blood biomarkers of EIMD may not differ across periods of similar TL, however can be considered a sensitive monitoring tool for assessing responses following acute TL changes in semi-elite and elite athletes.

"Learning by Design": What Sports Coaches can Learn from Video Game Designs

There have been multiple calls made in the sport science literature for the promotion of interdisciplinarity to progress some of sports’ most prevailing challenges. Designing practice environments that support learning represents one such challenge, particularly given contemporary perspectives of skill acquisition and motor learning calls for coaches to realign their role—progressing toward the designers of practice tasks that promote athlete-environment interactions. In doing so, performers learn through exploration, deepening a relationship with their performance environment as they solve problems based on changing and interacting constraints. This paper illustrates an interdisciplinary approach to the area of learning through sport practice by adapting established principles embedded in video game designs. Specifically, 13 principles common to good video game designs are described, with practical examples of each provided across different sports. Fundamentally, this paper aims to offer sports practitioners with an overview and application of key principles that could support learning by design. Beyond this, the ideas presented here should further illustrate the value of interdisciplinarity in sports research and practice.

Is machine learning and automatic classification of swimming data what unlocks the power of inertial measurement units in swimming?

Researchers have heralded the power of inertial sensors as a reliable swimmer-centric monitoring technology, however, regular uptake of this technology has not become common practice. Twenty-six elite swimmers participated in this study. An IMU (100Hz/500Hz) sensor was secured in the participant's third lumbar vertebrae. Features were extracted from swimming data using two techniques: a novel intrastroke cycle segmentation technique and conventional sliding window technique. Six supervised machine learning models were assessed on stroke prediction performance. Models trained using both feature extraction methods demonstrated high performance (≥ 0.99 weighted average precision, recall, F1-score, area under ROC curve and accuracy), low computational training times (< 3 seconds - bar XGB and when hyperparameters were tuned) and low computational prediction times (< 1 second). Significant differences were observed in weighted average stroke prediction F1-score (p = 0.0294) when using different feature extraction methods and model computational training time (p = 0.0007), and prediction time (p = 0.0026) when implementing hyperparameter tuning. Automatic swimming stroke classification offers benefits to observational coding and notational analysis, and opportunities for automated workload and performance monitoring in swimming. This stroke classification algorithm could be the key that unlocks the power of IMUs as a biofeedback tool in swimming.

An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning Method

Background: Differential learning (DL) is a motor learning method characterized by high amounts of variability during practice and is claimed to provide the learner with a higher learning rate than other methods. However, some controversy surrounds DL theory, and to date, no overview exists that compares the effects of DL to other motor learning methods.

Objective: To evaluate the effectiveness of DL in comparison to other motor learning methods in the acquisition and retention phase.

Design: Systematic review and exploratory meta-analysis.

Methods: PubMed (MEDLINE), Web of Science, and Google Scholar were searched until February 3, 2020. To be included, (1) studies had to be experiments where the DL group was compared to a control group engaged in a different motor learning method (lack of practice was not eligible), (2) studies had to describe the effects on one or more measures of performance in a skill or movement task, and (3) the study report had to be published as a full paper in a journal or as a book chapter.

Results: Twenty-seven studies encompassing 31 experiments were included. Overall heterogeneity for the acquisition phase (post-pre; I² = 77%) as well as for the retention phase (retention-pre; I² = 79%) was large, and risk of bias was high. The meta-analysis showed an overall small effect size of 0.26 [0.10, 0.42] in the acquisition phase for participants in the DL group compared to other motor learning methods. In the retention phase, an overall medium effect size of 0.61 [0.30, 0.91] was observed for participants in the DL group compared to other motor learning methods.

Discussion/Conclusion: Given the large amount of heterogeneity, limited number of studies, low sample sizes, low statistical power, possible publication bias, and high risk of bias in general, inferences about the effectiveness of DL would be premature. Even though DL shows potential to result in greater average improvements between pre- and post/retention test compared to non-variability-based motor learning methods, more high-quality research is needed before issuing such a statement. For robust comparisons on the relative effectiveness of DL to different variability-based motor learning methods, scarce and inconclusive evidence was found.

Movement intensity demands between training activities and competition for elite female netballers

The aim of this study was to assess the differences in movement intensity demands between training activities and competition match-play in elite netball. Twelve elite female netballers (mean ± SD, age = 25.9 ± 5.1 years; height = 178.6 ± 8.9 cm, body mass = 71.1 ± 7.1 kg) competing in Australia's premier domestic netball competition participated. Data were collected across the season from all pre-season training sessions (n = 29), pre-season practice matches (n = 8), in-season training sessions (n = 21), in-season practice matches (n = 5), and competition matches (n = 15). Linear mixed-effects models assessed differences in PlayerLoad™ per minute and metreage per minute between activity types (Specialist, Skill Drills, Set-piece, Match Scenarios, Practice Match-play, and Competition Match-play) for positional groupings (Defenders, Midcourters, and Goalers). Competition Match-play resulted in higher (p < 0.05) PlayerLoad™ than all training activity types, with the largest magnitudes of difference between Specialist-Competition (d = 0.44-0.59; small to medium) and Skill Drills-Competition (d = 0.35-0.63; small to medium) for all positional groups. The smallest difference was found between Match Scenarios-Competition (d = 0.12-0.20; trivial to small) and Practice Match-play-Competition (d = 0.12-0.14; trivial). Competition Match-play also resulted in higher (p < 0.05) metreage per minute than Specialist (d = 0.23-0.53; small to medium), Skill Drills (d = 0.19-0.61; trivial to medium) and Set-piece (d = 0.05-0.31; trivial to small). Training activity demands in order of least to most similar to competition were specialist, skill drills, set-piece, match scenarios, and practice match-play. We provide data that enables coaches and physical preparation staff to incorporate progressions into their training session designs that can replicate the movement intensity demands of competition in training.

Methodological Considerations for Furthering the Understanding of Constraints in Applied Sports

Commonly classified as individual, task or environmental, constraints are boundaries which shape the emergence of functional movement solutions. In applied sport, an ongoing challenge is to improve the measurement, analysis and understanding of constraints to key stakeholders. Methodological considerations for furthering these pursuits should be centred around an interdisciplinary approach. This integration of methodology and knowledge from different disciplines also encourages the sharing of encompassing principles, concepts, methods and data to generate new solutions to existing problems. This narrative review discusses how a number of rapidly developing fields are positioned to help guide, support and progress an understanding of sport through constraints. It specifically focuses on examples from the fields of technology, analytics and perceptual science. It discusses how technology is generating large quantities of data which can improve our understanding of how constraints shape the movement solutions of performers in training and competition environments. Analytics can facilitate new insights from numerous and complex data through enhanced non-linear and multivariate analysis techniques. The role of the perceptual sciences is discussed with respect to generating outputs from analytics that are more interpretable for the end-user. Together, these three fields of technology, analytics and perceptual science may enable a more comprehensive understanding of constraints in sports performance.

Offseason Workout Recommendations for Baseball Players

PURPOSE OF REVIEW

Offseason training programs are crucial for the baseball athlete. Preparation for the competitive season should be carefully planned to allow long-term athletic success. The two goals of the offseason training program are to optimize performance and reduce injury risk. These goals can only be accomplished with an understanding of the unique physical demands of the sport, and how these demands relate to performance and injury. The purpose of this article is to review the unique demands of baseball training along with current strength and conditioning principles to optimize offseason training for the baseball athlete.

RECENT FINDINGS

Traditional strength and conditioning programs used in other sports may not maximize the qualities necessary for optimal baseball performance. Traditional strength and conditioning exercises, such as squat and deadlift, primarily train sagittal plane movement while frontal and transverse plane movements are likely equally as important for baseball players. Biomechanical studies have shown that trunk rotation power has the largest influence on throwing velocity in pitchers. Programs should also be designed to reduce injury risk for common injuries. The most common injuries in baseball include hamstring strains, throwing arm injuries, paralumbar muscle strains, hip adductor strains, and oblique muscle strains. This review describes the typical periodization phases of the offseason and provides a sample program outlining an offseason program for a professional baseball player from September through February.

Internal and External Training Load in Under-19 versus Professional Soccer Players during the In-Season Period

This study aimed to compare the training load of a professional under-19 soccer team (U-19) to that of an elite adult team (EAT), from the same club, during the in-season period. Thirty-nine healthy soccer players were involved (EAT [n = 20]; U-19 [n = 19]) in the study which spanned four weeks. Training load (TL) was monitored as external TL, using a global positioning system (GPS), and internal TL, using a rating of perceived exertion (RPE). TL data were recorded after each training session. During soccer matches, players' RPEs were recorded. The internal TL was quantified daily by means of the session rating of perceived exertion (session-RPE) using Borg's 0-10 scale. For GPS data, the selected running speed intensities (over 0.5 s time intervals) were 12-15.9 km/h; 16-19.9 km/h; 20-24.9 km/h; >25 km/h (sprint). Distances covered between 16 and 19.9 km/h, > 20 km/h and >25 km/h were significantly higher in U-19 compared to EAT over the course of the study (p = 0.023, d = 0.243, small; p = 0.016, d = 0.298, small; and p = 0.001, d = 0.564, small, respectively). EAT players performed significantly fewer sprints per week compared to U-19 players (p = 0.002, d = 0.526, small). RPE was significantly higher in U-19 compared to EAT (p = 0.001, d = 0.188, trivial). The external and internal measures of TL were significantly higher in the U-19 group compared to the EAT soccer players. In conclusion, the results obtained show that the training load is greater in U19 compared to EAT.

Applications of a working framework for the measurement of representative learning design in Australian football

Representative learning design proposes that a training task should represent informational constraints present within a competitive environment. To assess the level of representativeness of a training task, the frequency and interaction of constraints should be measured. This study compared constraint interactions and their frequencies in training (match simulations and small sided games) with competition environments in elite Australian football. The extent to which constraints influenced kick and handball effectiveness between competition matches, match simulations and small sided games was determined. The constraints of pressure and time in possession were assessed, alongside disposal effectiveness, through an association rule algorithm. These rules were then expanded to determine whether a disposal was influenced by the preceding disposal. Disposal type differed between training and competition environments, with match simulations yielding greater representativeness compared to small sided games. The subsequent disposal was generally more effective in small sided games compared to the match simulations and competition matches. These findings offer insight into the measurement of representative learning designs through the non-linear modelling of constraint interactions. The analytical techniques utilised may assist other practitioners with the design and monitoring of training tasks intended to facilitate skill transfer from preparation to competition.

Returning to Play after Prolonged Training Restrictions in Professional Collision Sports

The COVID-19 pandemic in 2020 has resulted in widespread training disruption in many sports. Some athletes have access to facilities and equipment, while others have limited or no access, severely limiting their training practices. A primary concern is that the maintenance of key physical qualities (e. g. strength, power, high-speed running ability, acceleration, deceleration and change of direction), game-specific contact skills (e. g. tackling) and decision-making ability, are challenged, impacting performance and injury risk on resumption of training and competition. In extended periods of reduced training, without targeted intervention, changes in body composition and function can be profound. However, there are strategies that can dramatically mitigate potential losses, including resistance training to failure with lighter loads, plyometric training, exposure to high-speed running to ensure appropriate hamstring conditioning, and nutritional intervention. Athletes may require psychological support given the challenges associated with isolation and a change in regular training routine. While training restrictions may result in a decrease in some physical and psychological qualities, athletes can return in a positive state following an enforced period of rest and recovery. On return to training, the focus should be on progression of all aspects of training, taking into account the status of individual athletes.

Coaches' perspective towards skill acquisition in swimming: What practice approaches are typically applied in training?

This study aimed to explore the experiential knowledge and preferred training approaches of elite swimming coaches in regards to general skill development and then looking specifically at the freestyle stroke. A qualitative thematic analysis approach was employed to identify, analyse and report themes within the content of the collected data. Twenty elite swimming coaches participated in semi-structured interviews. Several themes revealed that the most common training practices employed to improve skill learning included the use of task decomposition (part-task) techniques. The findings also indicated that swimming coaches believe practice should be specific/representative to the intended performance outcomes. It is believed that such viewpoints may have been influenced by coaches' interaction with skill acquisition consultants and may have also shaped some coaches use of variants of constraints manipulation in their practice design. While swimming coaches seem to mix both traditional and contemporary skill acquisition theories in their training prescriptions, the traditional approach is dominant as evidenced by coaches seeking to reinforce "perfect" swimming technique and mechanical consistency. Considering coaches' experiential knowledge and training prescriptions may benefit future research protocols and better facilitate the transfer of empirical findings to coaching practice.

Sport Practitioners as Sport Ecology Designers: How Ecological Dynamics Has Progressively Changed Perceptions of Skill "Acquisition" in the Sporting Habitat

Over two decades ago, Davids et al. (1994) and Handford et al. (1997) raised theoretical concerns associated with traditional, reductionist, and mechanistic perspectives of movement coordination and skill acquisition for sport scientists interested in practical applications for training designs. These seminal papers advocated an emerging consciousness grounded in an ecological approach, signaling the need for sports practitioners to appreciate the constraints-led, deeply entangled, and non-linear reciprocity between the organism (performer), task, and environment subsystems. Over two decades later, the areas of skill acquisition, practice and training design, performance analysis and preparation, and talent development in sport science have never been so vibrant in terms of theoretical modeling, knowledge generation and innovation, and technological deployment. Viewed at an ecological level of analysis, the work of sports practitioners has progressively transitioned toward the facilitation of an evolving relationship between an organism (athlete and team) and its environment (sports competition). This commentary sets out to explore how these original ideas from Davids et al. (1994) and Handford et al. (1997) have been advanced through the theoretical lens of ecological dynamics. Concurrently, we provide case study exemplars, from applied practice in high-performance sports organizations, to illustrate how these contemporary perspectives are shaping the work of sports practitioners (sport ecology designers) in practice and in performance preparation.

Skill Training Periodization in "Specialist" Sports Coaching-An Introduction of the "PoST" Framework for Skill Development

Across sports and movement science, training periodization has been recognized as key for athlete development and performance. While periodization with regard to physiology has a proven history, the structuring and periodization of motor learning and skill development is seemingly less researched and practiced. Despite the existence of numerous theoretical accounts underpinning skill acquisition training and more recently emerging periodization models, a cohesive framework to practically support coaches in the context of “specialist coaching” appears to be needed. The use of “specialist coaches” for individualized, one-on-one or small group trainings displays a growing trend in team ball sports. Despite limiting the replication of game-representative environments (i.e., by constraining the number of involved athletes in training), “specialist coaches” in performance sport constantly aim to achieve marginal gains and refinements in athlete development. In order to support these “specialist coaches” and fill a research gap on skill training periodization, the current paper seeks to review and transfer contemporary skill acquisition training theory (driven by the constraints-led approach) into a practically-applicable “Periodization of Skill Training” framework (“PoST” framework). This framework provides valuable conceptual and practical support for “specialist coaches” in performance sport; which will in turn, enhance, and refine adaptive movement variability for sport skills and manipulate skill training environments (i.e., over the course of macro- and micro-cycles, and for the planning of single training sessions). Practical examples from soccer goalkeeping (i.e., a “specialist coaching” context, often constrained to a small number of players in the training environment) will underline the proposed framework.

Does stress affect nonverbal engagement in teams? A case study in professional team sport

Purpose

Team effectiveness is often predicated by a group’s ability to communicate. However, the effect of stress response on communication success, particularly nonverbal engagement, and how this might affect team performance, is not clear; a “phenomenon” this study sought to explore.

Design/methodology/approach

This was an observational study in a cohort of professional rugby players. Participants gave presentations to their peers on two separate occasions during a “live-in” camp designed to have psychologically stressful elements. Presentations were video recorded and audience engagement was measured. Testosterone and cortisol were used as biomarkers of stress response, with a high testosterone–cortisol ratio considered positive. A team training session followed the presentations and participants were rated for training quality.

Findings

A small decline in testosterone was observed each day after waking. Conversely, cortisol rose after waking, with the rise being the highest on the first day. A decline in testosterone–cortisol ratio was also seen each day after waking; the decline was greatest on the first day. Presentation duration and audience engagement was greatest for the second presentation; when the testosterone-cortisol ratio decline and the cortisol increase after waking was smaller. Training quality was also better that day. Pooled data revealed a moderate inverse relationship and weak positive relationships for audience engagement with post-meeting cortisol and post-meeting testosterone–cortisol ratio, respectively. Training quality was related to testosterone and testosterone–cortisol ratio, but inversely related to cortisol.

Originality/value

This study suggests that in stressful conditions, as suggested by an awakening hormone response, communication and team performance could become compromised with reduced ability to engage with others.

On the Education About/of Radical Embodied Cognition

In mainstream or strong university education, the teacher selects and transmits knowledge and skills that students are to acquire and reproduce. Many researchers of radical embodied cognitive science still adhere to this way of teaching, even though this prescriptive pedagogy deeply contrasts with the theoretical underpinnings of their science. In this paper, we search for alternative ways of teaching that are more aligned with the central non-prescriptive and non-representational tenets of radical embodied cognitive science. To this end, we discuss recent views on education by Tim Ingold and Gert Biesta, which are based on Dewey's philosophy of pragmatism and Gibsons' ecological approach. The paper starts by introducing radical embodied cognitive science, particularly as it relates to motor skill learning, one of our prime interests in research and teaching. Next, we provide a synopsis and critique of the still dominant prescriptive and explicating pedagogy of strong education. Following Ingold and Biesta, we search for a weak alternative through a careful consideration of the education of attention and the participating teacher. To illustrate our arguments, we use examples of the first author's teaching about/of motor skill learning. The paper is concluded by briefly considering the implications of weak education for a radical embodied science of motor skill learning.

Prevalence of interactions and influence of performance constraints on kick outcomes across Australian Football tiers: Implications for representative practice designs

Representative learning design is a key feature of the theory of ecological dynamics, conceptualising how task constraints can be manipulated in training designs to help athletes self-regulate during their interactions with information-rich performance environments. Implementation of analytical methodologies can support representative designs of practice environments by practitioners recording how interacting constraints influence events, that emerge under performance conditions. To determine key task constraints on kicking skill performance, the extent to which interactions of constraints differ in prevalence and influence on kicking skills was investigated across competition tiers in Australian Football (AF). A data sample of kicks (n = 29,153) was collected during junior, state-level and national league matches. Key task constraints were recorded for each kick, with performance outcome recorded as effective or ineffective. Rules were based on frequency and strength of associations between constraints and kick outcomes, generated using the Apriori algorithm. Univariate analysis revealed that low kicking effectiveness was associated with physical pressure (37%), whereas high efficiency emerged when kicking to an open target (70%). Between-competition comparisons showed differences in constraint interactions through seven unique rules and differences in confidence levels in shared rules. Results showed how understanding of key constraints interactions, and prevalence during competitive performance, can be used to inform representative learning designs in athlete training programmes. Findings can be used to specify how the competitive performance environment differs between competition tiers, supporting the specification of information in training designs, representative of different performance levels.

How does the modern football goalkeeper train? - An exploration of expert goalkeeper coaches' skill training approaches

The football goalkeeper position arguably represents a unique role within the team sport. Despite its highly complex skill demands, research on football goalkeeping has only sporadically examined the position within isolated and limited parameters. In particular, there is limited literature on "modern" skill acquisition training methods and approaches within the field of goalkeeper training. In a cross-cultural study with fifteen expert goalkeeper coaches, researchers here examined the overarching research question of "how does the modern football goalkeeper train?". Semi-structured interviews explored expert coaches' views on critical skills for performance in goalkeeping and the training approaches used to develop these critical skills. Results indicate that four skill sets are considered essential by goalkeeper coaches, these are: decision-making skills, athleticism, mentality, and technical skills. In terms of developing these skills in goalkeeper-specific training, the majority of expert coaches apply a similar microstructure to training sessions. This structure involves a steady progression from simple to complex training tasks, where for large parts, isolated technical training appears to be prioritised over a holistic training approach that integrates technical skills and perceptual-cognitive components (e.g., decision making). Scientific and practical recommendations for researchers and practitioners in the field of football goalkeeper coaching are provided.

Experiences of venue based exercise interventions for people with stroke in the UK: a systematic review and thematic synthesis of qualitative research

BACKGROUND

The physical benefits of exercise following stroke are research evidenced and the UK stroke population is increasingly encouraged to engage with exercise interventions. A synthesis of qualitative research is required to further understand the perceived experience and psychosocial effect of exercise for people with stroke.

OBJECTIVES

To provide a systematic search and synthesis of evidence about the experiences and reported impact of participation in venue based exercise following stroke in the UK.

DATA SOURCES

Eligible studies were identified through a rigorous search of Medline, Cinahl, AMED, PsycINFO, SportDiscus, Proquest and ETHOS from January 2000 until December 2017.

STUDY ELIGIBILITY CRITERIA

Full text qualitative studies or service evaluations conducted in the UK which explored the reported experience of venue based exercise amongst people with stroke.

STUDY SYNTHESIS AND APPRAISAL

Included studies were evaluated through application of the Consolidated Criteria for Reporting Qualitative Research. Data synthesis using a thematic approach generated descriptive and analytical themes.

RESULTS

Six research studies and one service evaluation met the inclusion criteria; methodological quality was variable. These studies highlighted that people with stroke gain confidence and renewed identity through exercise participation. Perceived improvements in physical function were reported and participants enjoyed stroke specific exercise programmes in de-medicalised venues.

LIMITATIONS

The studies only accessed people who had completed the exercise programmes; non-completers were not represented.

CONCLUSION

Venue based exercise programmes have a positive effect on perceived wellbeing following stroke. Further research into the reasons for discontinuation of exercise participation following stroke is required. Systematic Review Registration Number PROSPERO 2017:CRD42017072483.

Training programme designs in professional team sport: An ecological dynamics exemplar

Ecological dynamics is a contemporary theory of skill acquisition, advocating the mutuality of the performer-environment system, with clear implications for the design of innovative training environments in elite sport. It contends that performance behaviours emerge, and are adapted, by athletes satisfying a confluence of constraints impacting on their structural and functional capacities, the physics of a performance environment and the intended task goals. This framework implicates contemporary models of coaching, training design and sport science support, to stimulate continuous interactions between an individual and performance environment, predicated on representative learning designs (RLD). While theoretical principles of RLD in ecological dynamics are tangible, their practical application in elite and high level (team) sports need verification. Here, we exemplify how data sampled from a high-performance team sport setting could underpin innovative methodologies to support practitioners in designing representative training activities. We highlight how the use of principles grounded within ecological dynamics, along with data from performance analytics, could suggest contemporary models of coaching and preparation for performance in elite sport.

Development and Application of Sports Video Analysis Platform in Sports Training

The sports video analysis system in sports training can improve the ability of motion analysis and improve the training quality of sports training video playback. In view of the shortcomings of the current motion video analysis system, a new sports training video analysis system is proposed. The overall design of the video analysis system of the sports training system is analyzed, and the detailed design of the system is analyzed. Finally, the performance of the system is tested. The results show that the system can accurately analyze the video and image information of sports training. The accuracy of the key frame extraction is high and the recall rate is high. It can be used to guide the training of sports training.

Manipulating Field Dimensions During Small-sided Games Impacts the Technical and Physical Profiles of Australian Footballers

Brock, F, Christopher, J, Harry, B, and Carl, WT. Manipulating field dimensions during small-sided games impacts the technical and physical profiles of Australian footballers. J Strength Cond Res 32(7): 2039-2044, 2018-This study investigated the effect of manipulating field dimensions on the technical and physical profiles of Australian football (AF) players during small-sided games (SSGs). A total of 40 male players (23.9 ± 3.5 years) participated in 3, five-a-side SSGs; defined as "small" (20 × 30 m; 600 m), "medium" (30 × 40 m; 1,200 m), and "large" (40 × 50 m; 2,000 m). Notational analyses enabled the quantification of technical skill indicators, whereas physical activity profiles were measured using microtechnology, resulting in 18 criterion variables. A multivariate analysis of variance modeled the main effect of field dimension on the criterion variables. A significant main effect was observed (V = 1.032; F38, 102 = 2.863; p ≤ 0.05), with the "small" and "medium" SSGs generating more turnovers and ineffective handballs relative to the "large" SSG. Furthermore, the "small" SSG generated more tackles and fewer bounces compared with the "large" SSG. The "large" SSG generated a greater absolute distance, relative distance, maximum velocity, PlayerLoad, and distance >4.16 m·s compared with the "small" and "medium" SSGs. These results provide AF coaches with insights into how task constraint manipulation impacts the technical and physical profiles of players during small-sided game-play. Thus, coaches and physical performance specialists could use this information to assist with the tactical periodization of technical complexity and physical load at different phases of the AF season.

An Integrated, Multifactorial Approach to Periodization for Optimal Performance in Individual and Team Sports

Sports periodization has traditionally focused on the exercise aspect of athletic preparation, while neglecting the integration of other elements that can impact an athlete's readiness for peak competition performances. Integrated periodization allows the coordinated inclusion of multiple training components best suited for a given training phase into an athlete's program. The aim of this article is to review the available evidence underpinning integrated periodization, focusing on exercise training, recovery, nutrition, psychological skills, and skill acquisition as key factors by which athletic preparation can be periodized. The periodization of heat and altitude adaptation, body composition, and physical therapy is also considered. Despite recent criticism, various methods of exercise training periodization can contribute to performance enhancement in a variety of elite individual and team sports, such as soccer. In the latter, both physical and strategic periodization are useful tools for managing the heavy travel schedule, fatigue, and injuries that occur throughout a competitive season. Recovery interventions should be periodized (ie, withheld or emphasized) to influence acute and chronic training adaptation and performance. Nutrient intake and timing in relation to exercise and as part of the periodization of an athlete's training and competition calendar can also promote physiological adaptations and performance capacity. Psychological skills are a central component of athletic performance, and their periodization should cater to each athlete's individual needs and the needs of the team. Skill acquisition can also be integrated into an athlete's periodized training program to make a significant contribution to competition performance.

Effects of the Skills4Genius sports-based training program in creative behavior

Team Sports has been suggested as a suitable environment to investigate creative behavior. This study’s purpose was two-fold: first, it intended to identify the effects of the Skills4Genius sports-bases training program in thinking, motor, and in-game creative behavior in team sports. Second, it aimed to investigate the relationship between creative thinking and in-game creativity. Forty children from primary school were allocated into control (n = 18, age: 9.2±0.4) and experimental (n = 22, age: 9.5±0.7) groups. The experimental group participated in a five-month training program involving either creative thinking, diversification, physical literacy, and nonlinear pedagogy approaches (Skills4Genius). Variables in the study included: a) creative thinking; b) motor performance (vertical jump, speed, and agility); c) in-game individual creative behavior (attempts, fluency, and versatility); and d) in-game collective behavior (positional regularity). The results suggested that the Skills4Genius program fostered creative thinking, agility, and speed performance. Moreover, it stretched the in-game individual creative behavior mainly through the improvement of the attempts and versatility of the player’s actions. Lastly, it nurtured a better learning of the tactical principles, whereas the children were more coordinated with their teammates’ and opponents’ positioning. Additionally, this study presents a positive correlation linking creative thinking and in-game creative performance. These findings highlighted that creativity is facilitated while players become more thinking and game-skilled. Coaches and educators may apply this functional environment to inspire children’s disposition to move outside the box and trigger a creative spark in team sports players. Notwithstanding, the sports environment is ideally suited for fostering creative behavior, a higher-order disposition that will go on to differentiate the everyday life of a child.