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.

Across sports and movement science, training periodization has been recognized as key for athlete development and performance. While periodization with regard to physiology has a proven history, the structuring and periodization of motor learning and skill development is seemingly less researched and practiced. Despite the existence of numerous theoretical accounts underpinning skill acquisition training and more recently emerging periodization models, a cohesive framework to practically support coaches in the context of "specialist coaching" appears to be needed. The use of "specialist coaches" for individualized, one-on-one or small group trainings displays a growing trend in team ball sports. Despite limiting the replication of game-representative environments (i.e., by constraining the number of involved athletes in training), "specialist coaches" in performance sport constantly aim to achieve marginal gains and refinements in athlete development. In order to support these "specialist coaches" and fill a research gap on skill training periodization, the current paper seeks to review and transfer contemporary skill acquisition training theory (driven by the constraints-led approach) into a practically-applicable "Periodization of Skill Training" framework ("PoST" framework). This framework provides valuable conceptual and practical support for "specialist coaches" in performance sport; which will in turn, enhance, and refine adaptive movement variability for sport skills and manipulate skill training environments (i.e., over the course of macro-and micro-cycles, and for the planning of single training sessions). Practical examples from soccer goalkeeping (i.e., a "specialist coaching" context, often constrained to a small number of players in the training environment) will underline the proposed framework.

Background: Individuals are able to perform goal-directed behaviors thanks to executive functions. According to the neurovisceral integration model, executive functions are upregulated by brain areas such as the prefrontal and cingulate cortices, which are also crucially involved in controlling cardiac vagal activity. An array of neuroimaging studies already showed that these same brain areas are activated by transcutaneous vagus nerve stimulation (tVNS). Despite evidence toward effects of tVNS on specific executive functions such as inhibitory control, there have been no studies investigating what type of inhibition is improved by tVNS by systematically addressing them within the same experiment. Furthermore, the effect of tVNS on another core executive function, cognitive flexibility, has not yet been investigated. Objective: We investigated the effects of tVNS on core executive functions such as inhibitory control and cognitive flexibility. Methods: Thirty-two participants (nine women, M age = 23.17) took part in this study. Vagally mediated heart rate variability parameters (root mean square of successive differences, RMSSD, and high frequency, HF) were measured while participants performed four different cognitive tasks that mainly rely on different aspects of both the aforementioned executive functions. Results: Despite clear conflict effects in the four tasks, only performance on the task used to measure set-shifting paradigm was improved by tVNS, with switch costs being lower during tVNS than during sham stimulation. Furthermore, HF increased during each of the cognitive flexibility tasks, although HF during tVNS did not differ from HF during sham stimulation. Conclusion: The results indicate for the first time (a) that tVNS can increase cognitive flexibility in a set-shifting paradigm, and (b) that tVNS may exert a stronger effect on

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Professional football players, coaches, and researchers have discussed additional substitutions in football to reduce player load for a while. However, the effects of additional substitutions on the game have not yet been investigated in detail. The aim of this paper is to determine whether an additional substitution in (1) extra time and (2) regular time would be beneficial and would lead to (a) greater tactical influence of coaches on the match, (b) load reduction during one match, and (c) load reduction during one season. The methodological approach adopted includes two studies, both of which involve data analysis of substitution times (Study 1: n = 3060; Study 2: n = 1153) as well as a survey of football coaches (Study 1: n = 37; Study 2: n = 25). For assessing the effect of an additional substitution in regular time and in extra time, the substitutions made in the Bundesliga, U19-Bundesliga West, DFB-Cup, and 2018 World Cup were evaluated. The findings of this research clearly indicate the potential of an additional substitution by enabling almost 50% of additional load reduction in regular time and 27% in extra time. However, in practice, the findings showed the limits of an additional substitution in extra time on long-term load reduction.

In sports like association football, professional teams are increasingly devoting resources to the role-based development of individual athletes and sub-groups. By employing ‘specialist coaches’ into athlete-support structures, clubs aim to facilitate individualised athlete training programs to enhance performance preparation as well as skill learning and talent development. Here, we discuss how contemporary pedagogical training approaches, like Nonlinear Pedagogy and the Constraints-Led approach, can enhance effectiveness of specialist role-based athlete development programs to facilitate performance functionality. We argue the need for a model of specialist role-based coaching practice in high performance sports organisations, based on a unified theoretical rationale, such as ecological dynamics. To exemplify the nature of specialist role-based coaching, a case study addresses how Nonlinear Pedagogy and Constraints-Led approach are being used for training professional football goalkeepers in an U23 years age group. Integrating key concepts from ecological dynamics, allied to principles of Nonlinear Pedagogy and the Constraints-Led approach, common skill training principles for specialist role coaches are highlighted. These illustrate the use of the recently introduced ‘Periodization of Skill Training’ framework for specialist role coaching, practically exemplifying a way to harness opportunities for performance enhancement and individualised talent development in the football goalkeeping context.

Purpose: The concepts of creativity and intuition have been well studied in isolation, but less is known about their distinctive contributions to option generation in decision making. Method: We examined the relation between creative and intuitive decision making in two studies-one involving coaches and one involving soccer players-using video footage of real soccer matches. Additionally, we analyzed whether this relation is culture generic or culture specific by conducting matched cross-cultural studies in a European and a South American country. Results: In Study 1, results indicate a conceptual overlap of creativity and intuition for Brazilian and German soccer coaches. Furthermore, coaches did not differ in their evaluation of creative and intuitive actions of players of both cultures. In Study 2, we found that for both subsamples the total number of generated options was positively correlated with the quality of the first and the final option and that the quality of players' first (intuitive) option was higher than that of options generated later. Moreover, results indicate a positive correlation between a player's creativity score and the quality of the first generated option for the whole sample. Conclusion: Overall, our findings provide meaningful information regarding athletes' and coaches' optiongeneration processes in decision making in complex team sports.