In this study we examined in situ decision-making skills and gaze behaviour of skilled female basketball players. Players participated as ball carriers in a specific 3 vs 3 pick-and-roll basketball play. Playing both on the right and left side of the court and facing three types of defensive play, they chose and performed one of four options: shoot, drive to the basket, pass to the screener or pass to the corner player. We concurrently measured gaze behaviour to examine the direct relationship between gaze and decision making. As one of the first studies examining decision making and gaze behaviour in situ, this study found support for the embodied choice framework as the results showed that handling the ball with the dominant or non-dominant hand influenced the decisions that were made. Gaze measures suggested that peripheral vision may serve a significant role in decision making in situ, whereas players mainly relied on central vision to execute an action. Furthermore, this study underlined the need for developing and using newer and more informative methods to analyse gaze.

Many studies have shown that experts possess better perceptual-cognitive skills than novices (e.g., in anticipation, decision making, pattern recall), but it remains unclear whether a relationship exists between performance on those tests of perceptual-cognitive skill and actual on-field performance. In this study, we assessed the in situ performance of skilled soccer players and related the outcomes to measures of anticipation, decision making, and pattern recall. In addition, we examined gaze behaviour when performing the perceptual-cognitive tests to better understand whether the underlying processes were related when those perceptual-cognitive tasks were performed. The results revealed that on-field performance could not be predicted on the basis of performance on the perceptual-cognitive tests. Moreover, there were no strong correlations between the level of performance on the different tests. The analysis of gaze behaviour revealed differences in search rate, fixation duration, fixation order, gaze entropy, and percentage viewing time when performing the test of pattern recall, suggesting that it is driven by different processes to those used for anticipation and decision making. Altogether, the results suggest that the perceptual-cognitive tests may not be as strong determinants of actual performance as may have previously been assumed.

The objective of this study was to compose an objective and detailed notational analysis system for 3 vs. 2 þ GK smallsided soccer games, in which three roles are examined: attacker with ball, attacker without ball and defender. The actions and the outcome of the actions were registered for each player and in each role. Players earn points for each action and outcome according to an a priori determined scheme. Performance scores for each role are calculated as the average number of points a participant earns per trial. This notation system was tested on 19 highly talented female soccer players and validity and reliability of the system were determined. In addition, practical applications were discussed and the most important items of the notation system were determined and using only these items, a simplified notation system was proposed. The notation system has high ecological validity and can discriminate the high and low categorized players, but further development is necessary to increase the reliability of the system.

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Many studies have shown that self-controlled feedback is beneficial for learning motor tasks, and that learners prefer to receive feedback after supposedly good trials. However, to date all studies conducted on self-controlled learning have used individual tasks and mainly relatively simple skills. Therefore, the aim of this study was to examine self-controlled feedback on tactical skills in small-sided soccer games. Highly talented youth soccer players were assigned to a self-control or yoked group and received video feedback on their offensive performance in 3 vs. 2 small-sided games. The results showed that the self-control group requested feedback mostly after good trials, that is, after they scored a goal. In addition, the perceived performance of the self-control group was higher on feedback than on no-feedback trials. Analyses of the conversations around the video feedback revealed that the players and coach discussed good and poor elements of performance and how to improve it. Although the coach had a major role in these conversations, the players of the self-control group spoke more and showed more initiative compared to the yoked group. The results revealed no significant beneficial effect of self-controlled feedback on performance as judged by the coach. Overall, the findings suggest that in such a complex situation as small-sided soccer games, self-controlled feedback is used both to confirm correct performance elements and to determine and correct errors, and that self-controlled learning stimulates the involvement of the learner in the learning process.