Interpersonal Coordination in Soccer: Interpreting Literature to Enhance the Representativeness of Task Design, From Dyads to Teams

Description of the Collective Behavior in Competition of Young Soccer Players Under-16 (U-16), Under-17 (U-17), Under-19 (U-19), and Under-23 (U-23), Considering the Areas of the Pitch and Phases of the Game

ABSTRACT

Nieto, S, Echeazarra, I, Errekagorri, I, and Castellano, J. Description of the collective behavior in competition of young soccer players under-16 (U-16), under-17 (U-17), under-19 (U-19), and under-23 (U-23), considering the areas of the pitch and phases of the game. J Strength Cond Res 38(4): 714-723, 2024-The objective was to employ an integrated observational-notational record to describe collective behavior (CB) in competition matches of young soccer players from 4 teams, U-16, U-17, U-19, and U-23, playing for a professional soccer club academy. A total of 1,481 possessions were registered. Collective behavior, captured by GPS devices, was described with the variables: depth, surface area, stretch index, length, and width. In addition, from the notational analysis, the behavior depending on the area of the field (Z1, Z2, Z3, and Z4) and ball possession (POS), nonball possession (nPOS), and set pieces phases were contextualized. A 2-tailed analysis of variance was applied to compare the CB of the teams. Results show that: (a) in all ages/categories, CB varied significantly in and without the possession of the ball and was conditioned by the area of the pitch where the ball was; (b) CB showed higher values with the ball and greater variability without it; and (c) depending on the age, CB presented differences with larger effect sizes in depth and length, in and without the possession of the ball, in Z1 and Z2. Integrating positional data to the moment of play and areas of the field could help a more accurate analysis of the competition to better understand the CB evolution of young soccer players.

Exploration of collective tactical variables in elite netball: An analysis of team and sub-group positioning behaviours

Collective tactical behaviours are aspects of player interactions that are particularly important in netball, due to its unique restrictions on player movement (players unable to move when in possession of the ball and positional spatial restrictions). The aim of this study was to explore variables representing collective tactical behaviours in netball. A local positioning system provided player positions of one team throughout seven elite-level netball matches. The positions were analysed to provide mean, variability (standard deviation) and irregularity (normalised approximate entropy) for each attack and defence possession (470 and 423, respectively) for the team and positional subgroups (forwards, midcourts and defenders) for 10 position-related variables. Correlational analyses showed collective tactical variables could be grouped as lateral and longitudinal dispersion variables. The variables were each analysed after log transformation with a linear mixed model to compare attack and defence and to estimate standardised effects on attack and defence of possession outcome, possession duration, score difference, match time, opposition strength and season time. During attack, the team and all sub-groups adopted greater lateral dispersion between players, while on defence there was generally greater longitudinal dispersion. The team also showed increased longitudinal dispersion when home and opposition possessions ended in a score. Additionally, greater irregularity was observed in active sub-groups (forwards on attack, defenders on defence). Score difference and opposition strength had trivial-small but generally unclear effects. In conclusion, these effects show that analysis of player positions on attack and defence is a promising avenue for coaches and analysts to modify collective tactical behaviours in netball.

The origins of goals in the German Bundesliga

We propose to analyse the origin of goals in professional football (soccer) in a purely data-driven approach. Based on positional and event data of 3,457 goals from two seasons German Bundesliga and 2nd Bundesliga (2018/20,219 and 2019/2020), we devise a rich set of 37 features that can be extracted automatically and propose a hierarchical clustering approach to identify group structures. The results consist of 50 interpretable clusters revealing insights into scoring patterns. The hierarchical clustering found 8 alone standing clusters (penalties, direct free kicks, kick and rush, one-two's, assisted by header, assisted by throw-in) and nine categories (e.g., corners) combining more granular patterns (e.g., five subcategories of corner-goals). We provide a thorough discussion of the clustering and show its relevance for practical applications in opponent analysis, player scouting and for long-term investigations. All stages of this work have been supported by professional analysts from clubs and federation.

Personality Traits and Emotion Regulation Styles of Elite Beach Volleyball Dyads: Examination of Intra-Team Differences, Performance and Satisfaction Levels

The current study was designed to assess the personality traits and emotion regulation styles of elite beach volleyball players. Intra-team differences were examined with three primary objectives: (i) to create a personality profile of elite beach volleyball players, (ii) to examine the relationship of this profile in relation to performance and satisfaction levels, and (iii) to highlight the similarities in personalities of members of successful teams. A total of 82 elite beach volleyball players were asked to fill out the Big Five Inventory, the Personality Adjective Scale, and the Affective Style Questionnaire. In addition to these, the overall satisfaction and performance level of these athletes were measured. Results indicated a higher manifestation of warmth, liveliness, emotional stability and reasoning, along with lower levels of neuroticism in successful athletes. The players used a variety of emotional regulation styles and reported being moderately to highly satisfied with their team. A repeated-measures MANCOVA revealed no significant differences in personality traits between the team members. This study generates valuable insights into the personality of elite beach volleyball players and can be useful for coaches, sport psychologists, and academics for practical application and further scientific research.

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.

Integrating neurocognitive challenges into injury prevention training: A clinical commentary

Despite the efforts of many traditional lower extremity injury prevention programs (IPP), the incidence of anterior cruciate ligament injuries in young athletes continues to rise. Current best practices for IPPs include training lower extremity neuromuscular control and movement quality during cutting, jumping, and pivoting. Emerging evidence indicates neurocognition may contribute to injury incidence and injury risk biomechanics. Therefore, IPP outcomes may improve if clinicians also consider neurocognitive contributions to neuromuscular control and athletic performance. A substantial barrier to neurocognitive challenge integration during injury prevention training in the group setting is the lack of structured neuromuscular and neurocognitive progressions. Therefore, our aim is to provide clinicians with a defined framework and recommendations from clinical experience for how to implement neurocognitive challenges within group IPPs that requires minimal extra time and resources. This clinical commentary proposes a three-phase model adopted from motor learning literature to simultaneously progress neuromuscular and neurocognitive challenges through a structured IPP.

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.

Differences in physical fitness after an 8-week preseason training among elite football players aged 17-19 years

There may be an optimal period of time to maximize the improvement of physical fitness during adolescence. The aim of this study was to examine the magnitude of changes in physical fitness after 8 weeks of preseason training according to chronological ages after the age at peak high velocity. Thirty male young football players from an elite football team (U-16, n=10; U-17, n=10; U-18, n=10) participated in the study. The players completed an 8-week general preseason football training and participated in the pre- and posttests to measure physical fitness. The 8-week preseason training improved the power of all young players (P<0.05). The 20-m sprint performance was improved by training in U-16 and U-18 (P<0.05), but no changes were found in the U-17 group (P>0.05). Significant differences were found in the arrowhead left in U-16 and U-18 (P<0.05) after training; however, no difference was observed in U-17 (P>0.05). Coordination was enhanced further in U-16 and U-17 (P<0.05) compared with that in U-18 (P>0.05). The performance of repeated sprints and Yo-Yo intermittent recovery test level 1 (Yo-Yo IR1) were similar between pre- and posttraining in all age groups (P>0.05). Collectively, the results emphasized the importance of systematic and scientific training methods to improve the fitness levels of young football players in the preseason training period. Moreover, training to improve coordination in young football players is effective at younger ages.

Linking Tensegrity to Sports Team Collective Behaviors: Towards the Group-Tensegrity Hypothesis

Collective behaviors in sports teams emerge from the coordination between players formed from their perception of shared affordances. Recent studies based on the theoretical framework of ecological dynamics reported new analytical tools to capture collective behavior variables that describe team synergies. Here, we introduce a novel hypothesis based on the principles of tensegrity to describe collective behavior. Tensegrity principles operate in the human body at different size scales, from molecular to organism levels, in structures connected physically (biotensegrity). Thus, we propose that a group of individuals connected by information can exhibit synergies based on the same principles (group-tensegrity), and we provide an empirical example based on the dynamics of a volleyball team sub-phase of defense.

Shared Knowledge and Verbal Communication in Football: Changes in Team Cognition Through Collective Training

One of the psychological mechanisms that contribute to effective and efficient team actions is team cognition, defined either as shared knowledge states about game situations, teammates’ skills, and action probabilities or direct communication processes in the team action itself. Particularly in interactive team sports (e.g., football), characterized by highly complex, dynamic, and uncertain situations, sharing a common understanding concerning potential future actions and how to coordinate these actions may be an advantage. Otherwise, team members must communicate their thoughts and ideas on the fly, which might be impossible due to time pressure, cognitive costs or noisy environments. This study examined if shared knowledge and verbal communication change through collective training. Forty-six under-18 and under-21 youth football players performed a football task in teams of two. The task consisted of passing and running elements common in football. After a training phase, and before two testing phases, players evaluated their actions and the actions of their assigned teammate regarding action type, location, and timing. Out of these evaluations, two indices of common understanding were computed. Furthermore, verbal communication during the task was video-and audio-recorded. Data analysis showed that shared knowledge considerably increased over time and with practice. Simultaneously, overall verbal communication and verbal communication consisting of orienting information was significantly reduced. Additionally, there was a tendency for a correlation that when shared knowledge increased, orienting verbal communication decreased. Overall, the players used orienting communications the most (77%). The study revealed that shared knowledge states and verbal communication change through collective training and that there might be a relation between the level of shared knowledge and the use of orienting verbal communication. Further studies in and off the field are needed to disentangle the complex interplay of team cognitions.