Tactical Behaviour of Youth Soccer Players: Differences Depending on Task Constraint Modification, Age and Skill Level

Effects of pitch size on soccer players' physiological, physical, technical, and tactical responses during small-sided games: a meta-analytical comparison

One of the most often-used task constraints in designing small-sided games (SSGs) is the manipulation of pitch size to promote increases or decreases in the relative area per player. Such adjustments cause changes in the acute responses during SSGs. This systematic review with meta-analysis aimed to compare the effects of smaller vs. larger pitch sizes on soccer players' physiological, physical, technical, and tactical responses during SSGs. Comparisons between smaller and larger pitches were not considered based on a specific size, but also between using at least two dimensions in the same comparative study, aiming to understand differences between using smaller and larger (independently of the specific dimensions). The data sources utilized were PubMed, PsycINFO, Scielo, Scopus, SPORTDiscus, and Web of Science. The database search initially yielded 249 titles. From those, 41 articles were eligible for the systematic review and meta-analysis. Results revealed that, compared to smaller pitches, SSGs played on larger pitches induced greater values for heart rate (p < 0.001; ES = 0.50), rate of perceived exertion (p < 0.001; ES = 0.70), total distance (p < 0.001; ES = 1.95), high-speed running (p < 0.001; ES = 1.20), stretch index (p < 0.001; ES = 1.02) and surface area (p < 0.001; ES = 1.54). No significant differences were found between pitch size regarding the numbers of accelerations (p = 0.232; ES = 0.45), decelerations (p = 0.111; ES = 0.85), passes (p = 0.897; ES = 0.02), dribbles (p = 0.823; ES = -0.05), or positional centroid (p = 0.053; ES = 0.56). Larger pitch sizes can be implemented as a meaningful task constraint to increase the internal and external load experienced by soccer players during SSGs, as well as to increase the dispersion of players while acting together. These results were found independent of format and age group.

Integrating physical and tactical factors in football using positional data: a systematic review

Background

Positional data have been used to capture physical and tactical factors in football, however current research is now looking to apply spatiotemporal parameters from an integrative perspective. Thus, the aim of this article was to systematically review the published articles that integrate physical and tactical variables in football using positional data.

Methods and Materials

Following the Preferred Reporting Item for Systematic Reviews and Meta-analyses (PRISMA), a systematic search of relevant English-language articles was performed from earliest record to August 2021. The methodological quality of the studies was evaluated using the modified Downs and Black Quality Index (observational and cross-sectional studies) and the Physiotherapy Evidence Database (PEDro) scale (intervention studies).

Results

The literature search returned 982 articles (WoS = 495; PubMed = 232 and SportDiscus = 255). After screening, 26 full-text articles met the inclusion criteria and data extraction was conducted. All studies considered the integration of physical and tactical variables in football using positional data (n = 26). Other dimensions were also reported, such as psychophysiological and technical factors, however the results of these approaches were not the focus of the analysis (n = 5). Quasi-experimental approaches considered training sets (n = 20) and match contexts (n = 6). One study analysed both training and play insights. Small sided-games (SSG) were the most common training task formats in the reviewed studies, with only three articles addressing medium-sided (MSG) (n = 1) and large-sided games (LSG) (n = 2), respectively.

Conclusions

Among the current systematic review, the physical data can be integrated by player's movement speed. Positional datasets can be computed by spatial movement, complex indexes, playing areas, intra-team and inter-team dyads. Futures researches should consider applying positional data in women's football environments and explore the representativeness of the MSG and LSG.

Applying Different Strategies of Task Constraint Manipulation in Small-Sided and Conditioned Games: How Do They Impact Physical and Tactical Demands?

This study aimed to investigate how different strategies of task constraint manipulation impact physical and tactical demands in small-sided and conditioned games (SSCG). Ten recreational U-17 soccer players participated in this study (16.89 ± 0.11 years). We used different strategies of task manipulation to design two 4 vs. 4 SSCG: Structural SSCG and Functional SSCG. In Structural SSCG, pitch format and goal sizes were manipulated, while in Functional SSCG, players were allowed to kick the ball twice and at least 5 passes to shoot at the opponent’s goal. Players participated in four Structural and Functional SSCG, of five minutes duration with a two-minute interval in between. Players’ physical performance and tactical behavior were assessed using the WIMU PROTM inertial device. Structural SSCG stimulated players to cover more distance in sprinting (p = 0.003) and high-speed running (p < 0.001). Regarding tactical behavior, Structural SSCG stimulated players to explore game space better (p < 0.001). Moreover, Functional SSCG stimulated players to be closer to the ball, decreasing the effective playing space (p = 0.008). We conclude that these strategies of task constraint manipulation impact physical and tactical demands of the game.

Different Pitch Configurations Constrain the Playing Tactics and the Creation of Goal Scoring Opportunities during Small Sided Games in Youth Soccer Players

The aim of this study was to explore the tactical effects of different pitch configurations on the collective playing tactics and the creation of goal scoring opportunities (GSO) during small sided soccer games (SSG) in youth players. A total of 22 players performed a 7 vs. 7 + 1 floater (including goalkeepers) under three different pitch configurations (“Standard”, 53 × 38 m; “Long”, 63 × 32 m; and “Wide”, 43 × 47 m). Eleven tactical indicators related to the development and the end of the team possessions were evaluated by systematic observation. Friedman tests (non-parametric ANOVA for repeated measures) revealed that the long and wide configurations produced more counterattacks (p = 0.0028; ES = 0.3), higher offensive penetration (p = 0.007; ES = 0.41), and more GSO (p = 0.018; ES = 0.30) than the standard format. Regarding the creation of GSO, the wide configuration produced more assists in the form of crosses than the long and standard formats (p = 0.025; ES = 0.31), more utilization of wide subspaces to assist the final player (p = 0.022; ES = 0.35), more number of headers as the final action (p = 0.022; ES = 0.32), and less assists in the form of passes in behind the defense (p = 0.034; ES = 0.28), than the long configuration. The modulation of the pitch configuration during SSG produced different tactical demands, requiring players to implement different tactical solutions to create GSO.

Effects of Small-Sided Game Interventions on the Technical Execution and Tactical Behaviors of Young and Youth Team Sports Players: A Systematic Review and Meta-Analysis

Background: Small-sided games (SSGs) are an adjusted form of official games that are often used in training scenarios to introduce a specific tactical issue to team sports players. Besides the acute effects of SSGs on players' performance, it is expectable that the consistent use of these drill-based games induces adaptations in the technical execution and tactical behaviors of youth team sports players.

Objective: This systematic review with meta-analysis was conducted to assess the effects of SSG programs on the technical execution and tactical behaviors of young and youth team sports players.

Data Sources: The data sources utilized were PubMed, Scopus, SPORTDiscus, and Web of Science.

Study Eligibility Criteria: (i) Young and youth team sports players (i.e., < 18 years old) of any sex or skill level, without injury, illness, or other clinical conditions; (ii) SSGs-based programs not restricted to the duration and a minimum of one weekly training session; (iii) passive or active control groups; (iv) pre-post interventions values of technical execution and/or tactical behavior; (v) randomized and non-randomized controlled trials; and (vi) peer-reviewed original full-text studies written in English, Portuguese and/or Spanish.

Results: The database search initially yielded 803 titles. From those, six articles were eligible for the systematic review and meta-analysis. None of the included studies presented tactical behavior outcomes. The results showed a small effect of SSGs on technical execution (ES = 0.59; 95% CI = 0.29 to 0.89; p < 0.001; I² = 0.0%; Egger's test p = 0.590) when compared to controls. Sub-group analysis of the training factor revealed similar (p = 0.433) moderate (ES = 0.68, four study groups) and small (ES = 0.44, three study groups) improvements in technical execution after >17 and <17 SSG training sessions, respectively.

Conclusions: This systematic review and meta-analysis revealed a significant beneficial effect of using SSG training programs for enhancing technical execution in young and youth players. The benefits were similar despite the various numbers of training sessions applied. Further studies should add tactical behaviors as one of the outcomes for controlling the effects of SSG training programs.

Contrasting Learning Psychology Theories Applied to the Teaching-Learning-Training Process of Tactics in Soccer

Research in sport pedagogy and its applied recommendations are still characterized by a contrast between the different learning theories from psychology. Traditional theories and their corresponding approaches to the specific case of teaching and learning “how to play [team sports like soccer]” are subject to compatibilities and incompatibilities. We discuss how behaviorism as an approach to teaching the game shows more incompatibilities with the nature of tactical actions when compared to constructivism. As coaches strive to teach the game and make their players and team perform, we argue that teaching the game requires teaching approaches that will help develop their way to play (i.e., tactical behavior) without taking away their autonomy and adaptiveness. The teaching-learning-training process for playing the game should then be conducted to harmonize the characteristics of the contents, the context, and the individual(s) at hand. We provide two illustrated examples and portray how the recommended approaches fit key contents of the game that are observed in the tactical behavior. We finally argue that the coherent design of games provides minimal conditions to teaching approaches, and that such a design should be a priority when elaborating the learning activities along the player development process. As a conclusion, the interactionist theory is the one that best serves the teaching of the game and the development of tactical behavior. We therefore defend that its principles can help coaches tailor their own strategy to teach the game with the many tools.