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

Searching for the perfect goalkeeping personality. Myth or reality?

Background

Psychological factors such as personality characteristics are influential factors of the goalkeeping performance in football (soccer). Not only for individualized treatment in practice, also from a scientific point of view, profiling goalkeepers is a relevant part of understanding athletes. The aim of this study was to investigate personality traits of goalkeepers of different expertise, age, and sex.

Methods

Using the Five Factor Model of personality we assessed personality traits of 132 male and female football goalkeepers ranging from youth to senior and low to elite level. A series of analysis investigated differences between the groups focusing on expertise, age, and sex.

Results

Significant differences in the personality trait agreeableness between groups of different expertise and sex could be detected. Although a significant difference in neuroticism levels of males and females could be shown.

Conclusion

This study was a first step of profiling football goalkeepers of different expertise, age, and sex. The study calls for more replication in this specific field of football and goalkeeping in general to understand the influence of personality characteristics on sport performance.

Skill acquisition interventions for the learning of sports-related skills: A scoping review of randomised controlled trials

BACKGROUND

Skill acquisition science is the study of how motor skills are acquired, developed and/or learned. There is substantive evidence for general motor skill acquisition in controlled laboratory settings yet the literature on the learning of sports-related skills is typically less conclusive.

OBJECTIVES

This scoping review aimed to summarise the current literature on skill acquisition intervention studies examining the learning of sports-related skills as part of a randomised controlled trial, by synthesizing and extracting the most relevant features.

METHODS

Four electronic databases (PsychINFO, PubMed, SPORTDiscus and Web of Science) were searched for relevant studies. The sample characteristics of these studies were extracted, and summarised. Two systematic searches of the literature were conducted. In the first search, eighty-six studies were retained. A second search was conducted in July 2022 to include new studies and specifically focused on the inclusion of within-subject design studies, resulting in the inclusion of 35 additional studies. A third search was conducted in May 2023 to include new studies resulting in the inclusion of 10 additional studies.

RESULTS

One hundred and thirty studies across 29 sports were included in the review. The vast majority of the studies in this scoping review (n = 104) examined the learning of a sport-related skill in participants with no experience. Twenty-eight percent of all retained studies (n = 35) considered only the learning of a golf skill, and all studies were practiced in a laboratory environment, examining closed motor skills (n = 130). The most common intervention categories reported were attention (n = 22), instruction and demonstration (n = 20), practice design (n = 20), and perceptual training (n = 19). Nearly half of all studies used an immediate retention test within 48 h of the cessation of practice (n = 63), and just over one quarter of studies (n = 34) reported incorporating some form of transfer test. Eighty-six percent (n = 112) reported positive findings.

CONCLUSIONS

The skewed focus on golf skills across a small number of skill acquisition interventions, the inconsistent use and reporting of performance measures, practice durations and measures of learning alongside the relatively small sample sizes consisting mostly of inexperienced learners and the skewed publication of positive findings should warrant caution. More empirical studies across a broader range of sports and with more consistent methodologies are needed to develop a robust pool of literature that can support academics and practitioners interested in which skill acquisition interventions could be used to influence the learning of sports-related skills.

Motor Learning Following Stroke: Mechanisms of Learning and Techniques to Augment Neuroplasticity

Sensorimotor impairments are common after stroke requiring stroke survivors to relearn lost motor skills or acquire new ones in order to engage in daily activities. Thus, motor skill learning is a cornerstone of stroke rehabilitation. This article provides an overview of motor control and learning theories that inform stroke rehabilitation interventions, discusses principles of neuroplasticity, and provides a summary of practice conditions and techniques that can be used to augment motor learning and neuroplasticity in stroke rehabilitation.

How did you perform? Investigating football players' perception of self-regulated passing performances under auditory noise environments

Introduction

This paper deals with the question on how sport performances may be influenced by internal, emotional processes, which stem from outside feedback.

Methods

In terms of methods, players' subjective performance ratings for four experimental auditory cue conditions were examined; these included both 'positive' and 'negative' stadium noise, 'no (auditory) conditions,' and a control/'baseline' condition. This resulted in a qualitative-analytic data set that was obtained succeeding each auditory cue condition using a unique football training machine (i.e., known as 'Footbonaut'). Without having received any coaching/performance feedback, players were asked to rate and individually comment on their perceived performance ratings for each experimental auditory condition.

Results

Findings indicate stronger and more significant correlations between auditory conditions and subjective ratings compared to the non-auditory condition and its subjective rating. Furthermore, data provides initial insight into players' emotional experiences during each of the practice conditions.

Discussion

These noteworthy findings on players' abilities to accurately judge their performances based on selfmonitoring and intrinsic feedback are discussed from an Ecological Dynamics perspective, linked to a Nonlinear Pedagogy for coaching. Here, representative and affective learning designs for skill learning and performance preparation are presented. Finally, a hypothetical catalyst effect of auditory stadium noise on subjective performance rating is proposed.

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.

Rehabilitation strategies for lateral ankle sprain do not reflect established mechanisms of re-injury: A systematic review

OBJECTIVES

1) determine the primary impairment addressed by each exercise included in exercise-based rehabilitation programs for patients with an acute ankle sprain; 2) Determine whether prescribed exercises incorporate complex tasks associated with ankle sprain injury mechanisms?

METHODS

We searched databases CINAHL, Web of Science, SPORTDiscus, Cochrane Register of Controlled Trials, PEDro, Google Scholar for RCT's including patients with acute ankle sprains, managed through exercise-based rehabilitation. Risk of bias was assessed by the Risk of Bias 2 tool. Exercises were analysed based on: the primary impairment(s) addressed; direction of movement; base of support; weightbearing status; flight phase. (PROSPERO: CRD42020210858) RESULTS: We included fourteen RCT's comprising 177 exercises. Neuromuscular function was addressed in 44% of exercises, followed by performance tasks (23%), and muscle strengthening (20%). Exercises were limited to movements across the sagittal plane (48%), with 31% incorporating multiplanar movements. Weight bearing exercises were almost divided equally between single-limb (59/122) and double leg stance exercises (61/122). Eighteen percent of all exercises incorporated a flight phase.

CONCLUSIONS

Rehabilitation after LAS comprises simple exercises in the sagittal plane that do not reflect mechanisms of re-injury. Future interventions should incorporate more open chain joint position sense training, multiplanar single limb challenges, and jumping and landing exercises.

Effects of Chronological Age, Relative Age, and Maturation Status on Accumulated Training Load and Perceived Exertion in Young Sub-Elite Football Players

The aims of this study were 1) to analyze the influence of chronological age, relative age, and biological maturation on accumulated training load and perceived exertion in young sub-elite football players and 2) to understand the interaction effects amongst age grouping, maturation status, and birth quartiles on accumulated training load and perceived exertion in this target population. A 6-week period (18 training sessions and 324 observation cases) concerning 60 young male sub-elite football players grouped into relative age (Q1 to Q4), age group (U15, U17, and U19), and maturation status (Pre-peak height velocity (PHV), Mid-PHV, and Post-PHV) was established. External training load data were collected using 18 Hz global positioning system technology (GPS), heart-rate measures by a 1 Hz short-range telemetry system, and perceived exertion with total quality recovery (TQR) and rating of perceived exertion (RPE). U17 players and U15 players were 2.35 (95% CI: 1.25–4.51) and 1.60 (95% CI: 0.19–4.33) times more likely to pertain to Q1 and Q3, respectively. A negative magnitude for odds ratio was found in all four quartile comparisons within maturation status (95% CI: 6.72–0.64), except for Mid-PHV on Q2 (95% CI: 0.19–4.33). Between- and within-subject analysis reported significant differences in all variables on age group comparison measures (F = 0.439 to 26.636, p = 0.000 to 0.019, η2 = 0.003–0.037), except for dynamic stress load (DSL). Between-subject analysis on maturity status comparison demonstrated significant differences for all training load measures (F = 6.593 to 14.424, p = 0.000 to 0.037, η2 = 0.020–0.092). Interaction effects were found for age group x maturity band x relative age (Λ Pillai’s = 0.391, Λ Wilk’s = 0.609, F = 11.385, p = 0.000, η2 = 0.391) and maturity band x relative age (Λ Pillai’s = 0.252, Λ Wilk’s = 0.769, F = 0.955, p = 0.004, η2 = 0.112). Current research has confirmed the effects of chronological age, relative age, and biological maturation on accumulated training load. Perceived exertion does not seem to show any differences concerning age group or maturity status. Evidence should be helpful for professionals to optimize the training process and young football players’ performance.

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.

Do ACL Injury Risk Reduction Exercises Reflect Common Injury Mechanisms? A Scoping Review of Injury Prevention Programs

CONTEXT

Anterior cruciate ligament (ACL) injury risk reduction programs have become increasingly popular. As ACL injuries continue to reflect high incidence rates, the continued optimization of current risk reduction programs, and the exercises contained within them, is warranted. The exercises must evolve to align with new etiology data, but there is concern that the exercises do not fully reflect the complexity of ACL injury mechanisms. It was outside the scope of this review to address each possible inciting event, rather the effort was directed at the elements more closely associated with the end point of movement during the injury mechanism.

OBJECTIVE

To examine if exercises designed to reduce the risk of ACL injury reflect key injury mechanisms: multiplanar movement, single limb stance, trunk and hip dissociative control, and a flight phase.

DATA SOURCES

A systematic search was performed using PubMed, Medline, EBSCO (CINAHL), SPORTSDiscus, and PEDro databases.

STUDY SELECTION

Eligibility criteria were as follows: (1) randomized controlled trials or prospective cohort studies, (2) male and/or female participants of any age, (3) exercises were targeted interventions to prevent ACL/knee injuries, and (4) individual exercises were listed and adequately detailed and excluded if program was unable to be replicated clinically.

STUDY DESIGN

Scoping review.

LEVEL OF EVIDENCE

Level 4.

DATA EXTRACTION

A total of 35 studies were included, and 1019 exercises were extracted for analysis.

RESULTS

The average Consensus on Exercise Reporting Template score was 11 (range, 0-14). The majority of exercises involved bilateral weightbearing (n = 418 of 1019; 41.0%), followed by single limb (n = 345 of 1019; 33.9%) and nonweightbearing (n = 256 of 1019; 25.1%). Only 20% of exercises incorporated more than 1 plane of movement, and the majority of exercises had sagittal plane dominance. Although 50% of exercises incorporated a flight phase, only half of these also involved single-leg weightbearing. Just 16% of exercises incorporated trunk and hip dissociation, and these were rarely combined with other key exercise elements. Only 13% of exercises challenged more than 2 key elements, and only 1% incorporated all 4 elements (multiplanar movements, single limb stance, trunk and hip dissociation, flight phase) simultaneously.

CONCLUSION

Many risk reduction exercises do not reflect the task-specific elements identified within ACL injury mechanisms. Addressing the underrepresentation of key elements (eg, trunk and hip dissociation, multiplanar movements) may optimize risk reduction in future trials.

Scanning activity in elite youth football players

The purpose of this study was to analyse the scanning behaviour of elite youth football players across different playing positions and age groups during high-level matches. Data was obtained by filming the 2018 UEFA European U17 and U19 Championship semi-finals and finals. A total of 53 outfield players from the four teams that reached the finals were analysed in both their respective semi-final and final matches, resulting in a total of 1686 attacking play situations. Ecological psychology provided us with the theoretical rationale for the study and informed our research hypotheses and interpretations. We found that U19 players performed more scans than U17 players. A positive relationship between scan frequency and pass success was also found. The results further suggest that opponent pressure and pitch position are both critical contextual factors that may influence scanning behaviour. In addition, central midfielders and central defenders were found to have higher scan frequencies than players in other positions. Our results support and extend previous research, suggesting that playing positions and age groups are important factors that impact visual perception and specifically scanning in football. Potential implications for coaches and recommendations for future studies are discussed.

Tackle technique knowledge alone does not translate to proper tackle technique execution in training

Objectives

Effective tackle technique is associated with reduced injury risks and improved performance in contact. Injury prevention programmes aim to provide players with knowledge of effective technique. However, little is known of the impact of this knowledge on a player’s technique in the tackle. This study aimed to determine the association between knowledge of proper tackle technique and tackle technique proficiency in training.

Methods

Fifty-three rugby union players participated in a tackle contact drill and, thereafter, completed a questionnaire. The drill was filmed, and the players’ tackle and ball-carry technique were assessed using standardised technical proficiency. In the questionnaire, the players were asked to rate the importance of each tackle and ball-carry technique on a 5-point Likert scale, for both injury prevention and performance tackle outcomes. Linear regression was performed to assess the relationship between the knowledge of the importance of proper tackle technique and tackle technique proficiency during the drill.

Results

No association was found between players’ knowledge of the importance of proper technique and tackle contact technique in training for both injury prevention and performance.

Conclusion

The lack of association between players’ knowledge and actual tackle contact technique reveals the gap between the knowledge of safe and effective techniques and the knowledge of how to execute the said techniques.

Processing visual information in elite junior soccer players: Effects of chronological age and training experience on visual perception, attention, and decision making

Processing information in peripheral vision is an important perceptual-cognitive skill in team sports. The relative contribution of various perceptual-cognitive skills to expertise in sports throughout adolescence has not been investigated in detail yet. The current study examined the effects of chronological age and training experience on perception, attention, and decision making in young soccer players. Sixty-five elite youth players were required to judge different game situations in a decision-making task involving both perceptual (object detection) and attentional (postural feature recognition) skills to perceive player configurations in the visual periphery. In general, performance decreased in the decision-making and feature-recognition tasks with increasing use of peripheral visual field, but not in the object-detection task. Superior performances were found for under 18-years-old players compared to under 16-years-old players especially in their attentional skills. Higher training experience affected decision-making and attentional performance. Overall, the findings provide insights and implications for training perceptual-cognitive skills in team sportsHighlights Elite youth soccer players' performance decreased in a soccer-specific decision-making and feature-recognition tasks with increasing use of peripheral visual field, but not in an object-detection task.Superior performances were found for under 18 years old players compared to under 16 years old players especially in their attentional skills.Both chronological age and training experience influenced the recognition of postural feature in peripheral vision, whereas player detection was unaffected.The ability to recognize postural features in peripheral vision is an important characteristic of decision making in sports and requires a mature visual system, sufficient attentional capacity, and may be developed through extended task-specific practice.

What do you hear? The effect of stadium noise on football players' passing performances

Stadium noise - created by spectators and fans - plays a critical part in the reality of professional sports. Due to a lack of research on the impact of these auditory cues and multimodal environments on motor performance, it is currently unclear how professional athletes experience and perceive stadium noise and how this potentially affects performance in practice. In order to explore the effect of stadium noise on athletes' performance, this paper presents an experimental design using the unique and standardised football training tool known as the "Footbonaut". Specifically, fifteen skilled German football players engaged in a standardised football-specific technical training programme while subjected to four different auditory training conditions; these included both "positive" and "negative" stadium noise conditions, a "baseline" condition providing auditory guidance, and a "no (auditory) cue" condition. Performance data for passing accuracy and passing time were measured for training in each auditory condition. A repeated measures MANOVA revealed a significant main effect for passing time. Specifically, participants showed faster passing times in the baseline compared to the negative and no auditory cue conditions. Findings are presented and discussed from a constraints-led perspective, allied to principles of ecological dynamics and nonlinear pedagogy. Particularly, the use of representative training experiences (including multimodal sensory and emotional information) appears to underline training to refine expert athletes' adaptive coordination of complex motor actions.

When and How to Provide Feedback and Instructions to Athletes?-How Sport Psychology and Pedagogy Insights Can Improve Coaching Interventions to Enhance Self-Regulation in Training

In specialist sports coaching, the type and manner of augmented information that the coach chooses to use in communicating and training with individual athletes can have a significant impact on skill development and performance. Informed by insights from psychology, pedagogy, and sport science, this position paper presents a practitioner-based approach in response to the overarching question: When, why, and how could coaches provide information to athletes during coaching interventions? In an ecological dynamics rationale, practice is seen as a search for functional performance solutions, and augmented feedback is outlined as instructional constraints to guide athletes' self-regulation of action in practice. Using the exemplar of team sports, we present a Skill Training Communication Model for practical application in the context of the role of a specialist coach, using a constraints-led approach (CLA). Further based on principles of a non-linear pedagogy and using the recently introduced Periodization of Skill Training (PoST) framework, the proposed model aims to support practitioners' understanding of the pedagogical constraints of feedback and instruction during practice. In detail, the PoST framework's three skill development and training stages work to (1) directly impact constraint manipulations in practice designs and (2) indirectly affect coaches' choices of external (coach-induced) information. In turn, these guide practitioners on how and when to apply different verbal instruction methodologies and aim to support the design of effective skill learning environments. Finally, several practical guidelines in regard to sports coaches' feedback and instruction processes are proposed.