Effects of different practice conditions on acquisition, retention, and transfer of soccer skills by 9-year-old schoolchildren

Effects of Different Movement Programs on Motor Competence: A Systematic Review With Meta-Analysis

BACKGROUND

To use the meta-analytic approach to assess the effectiveness of different types of movement programs on motor competence (MC) in participants of all ages.

METHODS

Studies were retrieved by searching 13 databases and included when criteria were met. Studies were selected, and data were extracted by 2 authors. Random effects models using the standardized mean difference effect size (ES) were used to pool results. Risk of bias, heterogeneity, and inconsistency were examined.

RESULTS

Thirty-six studies met the inclusion criteria. A total of 374 ESs were calculated and partitioned into 4 groups (motor intervention, free play, physical education classes, and control group). Statistically significant improvements in MC were observed for the motor intervention (ES = 1.50; 95% confidence interval [CI], 1.18 to 1.82; n = 36), as well as for free play (ES = 0.33; 95% CI, 0.09 to 0.57; n = 5), physical education classes (ES = 0.52; 95% CI, 0.08 to 0.97; n = 15), and smaller statistically significant differences in MC were observed for the control groups (ES = 0.16; 95% CI, 0.01 to 0.31; n = 6).

CONCLUSIONS

All 4 groups analyzed improved MC in children, adolescents, and young adults. However, motor interventions were superior to all other groups for improving MC.

Self-efficacy, soccer skills and the influence on students’ learning experience

Study aim: The purpose of this study was to evaluate the effects of a student centered curricular intervention on students’ self-efficacy and soccer skills performance. Materials and methods: One group of 25 mixed-gender students (ages 11-13) participated in this study of student centered soccer lessons twice per week (30 minutes) on a soccer field for three weeks at a Southwestern USA Middle School. The in­tervention was designed to engage students in the skill lessons by adopting a student-centered approach, and reciprocal/peer teaching of the soccer skills. Students’ self-efficacy was assessed using the modified Traits Sport-Confidence Inventory. Soccer skill performance was assessed using previously validated skill tests. Further, students’ perception of reciprocal teaching were gathered using exit slips. Data were analyzed using descriptive statistics and t-tests to explore pre/post differences. Results: The students’ skill performance slightly improved. Students’ self-efficacy related to soccer skills was significantly higher at post-test. Students’ positively perceived the opportunities to participate in student-centered lessons and the use recip­rocal teaching styles to work together in skill development. Conclusions: This study demonstrated that seventh-grade students could learn soccer skills, develop desirable perceptions and efficacy and improve their physical activity/sport participation levels as they engaged in student-centered teaching and learning.

Influence of Familiarization of Preschool Children With Motor Tests on Test Results and Reliability Coefficients

The study was conducted with the aim to research the influence of familiarization on test results for the assessment of motor skills in preschool children. In sum, 165 children (84 boys and 81 girls; mean age = 5.2 years, SD = 0.91) participated in the study. The measurement protocol consisted of six series of measurements in three different motor tests. Results showed a significant improvement of 11.51% in the standing long jump test, 13.02% in the polygon backwards test, and 26.29% in the hand taping test. In assessing the motor status of preschool children, it is essential to conduct a process of familiarizing with motor tests as well as the overall situation in which the measurement is carried out and wait for the stabilization of scores before their use.

Does an in-Season 6-Week Combined Sprint and Jump Training Program Improve Strength-Speed Abilities and Kicking Performance in Young Soccer Players?

The aim of this study was to examine the effect of a six-week combined jump and sprint training program on strength-speed abilities in a large sample of youth competitive soccer players. It was hypothesized that the experimental training group would enhance their jumping and sprinting abilities. Enhancement of kicking performance was also hypothesized due to an expected increase in explosive strength established by a plyometric and sprinting regimen. Fifty-two young male soccer players playing at the national level (aged 13.4 ± 1.4 years, body mass 53.4 ± 11.7 kg, body height 1.66 ± 0.11 m) took part in the study. Half of the group underwent the plyometric and sprint training program in addition to their normal soccer training, while the other half was involved in soccer training only. The plyometric training group enhanced their running (+1.7 and +3.2%) and jumping performance (+7.7%) significantly over the short period of time, while the control group did not. Furthermore, both groups increased their kicking velocity after just six weeks of training (+3.3 vs. 6.6%). The findings suggest that a short in-season 6-week sprint and jump training regimen can significantly improve explosive strength in soccer-specific skills and that these improvements can be transferred to soccer kicking performance in terms of ball speed.