Effects of 6 Weeks Direct Instruction and Teaching Games for Understanding Programs on Physical Activity and Tactical Behaviour in U-12 Soccer Players

Sierra-Ríos, Juan Vicente; Clemente, Filipe Manuel; Rey, Ezequiel; González-Víllora, Sixto

doi:10.3390/ijerph17145008

Cited by 10 publications

(9 citation statements)

References 38 publications

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“…A significant effect in the execution variables was present for passes ( d = 1.10), but not for dribbles ( d = 0.45). In the study by Sierra-Ríos et al ( 2020 ), TGFU outperformed the direct instruction group regarding significantly more successful off-the-ball decisions, and executions (2.62 ≤ d ≤ 2.80; 2 of 2 significant), as well as less unsuccessful actions (2.37 ≤ d ≤ 2.48; 2 of 2 significant). Regarding on-the-ball variables, only significantly fewer inefficient technical actions support the greater effectiveness of TGFU ( d = 2.48), but not more efficient technical executions were found.…”

Section: Resultsmentioning

confidence: 89%

“…TGFU was investigated in five studies. Two of these compared TGFU with TL, primarily applying technical drill practices supported by direct instructions (Práxedes et al, 2016 ; Sierra-Ríos et al, 2020 ). The further TGFU-studies without CGs only investigated within-group changes.…”

Section: Resultsmentioning

confidence: 99%

“…The TGFU approach was compared to TL, primarily including decontextualized drills (Práxedes et al, 2016 ; Sierra-Ríos et al, 2020 ). Práxedes et al ( 2016 ) found strong effects in favor of TGFU in decision-making for passes and dribbles (0.90 ≤ d ≤ 1.40; two of two significant).…”

Section: Resultsmentioning

confidence: 99%

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Perceptual-Motor and Perceptual-Cognitive Skill Acquisition in Soccer: A Systematic Review on the Influence of Practice Design and Coaching Behavior

et al. 2021

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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.

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Section: Resultsmentioning

confidence: 89%

Section: Resultsmentioning

confidence: 99%

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Perceptual-Motor and Perceptual-Cognitive Skill Acquisition in Soccer: A Systematic Review on the Influence of Practice Design and Coaching Behavior

et al. 2021

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“…However, an important group of coaches report using the analytical method and traditional teaching, with emphasis on the competitive aspects of the sport [39]. On the other hand, within the selected studies it is observed that the use of active (or alternative) methodologies improves decision-making based on the game's own foundations [32,41,45], which coincides with what was observed by Sánchez et al [44] where the distance between the execution of the fundamentals and the moment of their use (decision making) affects the final result of sports performance.…”

Section: Discussionmentioning

confidence: 99%

Teaching grassroots soccer: a systematic review of literature

Almonacid-Fierro,

Souza de Carvalho,

Sepúlveda-Vallejos

et al. 2024

ppcs

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Background and Study Aim. The process of soccer training for children and young people involves systematic exercise over an extended period to build a strong foundation of motor skills. These skills are designed to be both versatile and specific to the sport. The purpose of this research is to conduct a systematic review of literature related to the process of teaching grassroots football. This review aims to contribute to a better understanding of the strategies and methods employed in the development and training of young athletes. Material and Methods. To conduct this review, studies were searched in the Web of Science (WOS) and Scopus databases from 2012 to 2022. The search focused on scientific articles addressing soccer teaching for children and girls up to 14 years old, using the keywords "children AND (football OR soccer) AND teaching." The sample was limited to research in Spanish and English. The search yielded 149 articles, from which 19 studies were selected based on their titles and abstracts. Results. The findings revealed two main categories: teaching methods and their impact on technical and tactical skills in grassroots football, and factors affecting technical-tactical performance in this context. The most significant findings emphasize the importance of a comprehensive approach to teaching grassroots football, which involves the coordination of knowledge, skills, strategies, decision-making, and technical abilities. Conclusions. The review concludes that a variety of teaching approaches should be considered, and methodologies should be constantly evaluated to train future footballers with a deep understanding of the game.

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“…Furthermore, as GBAs promote the predominant use of playing form activities, which have been highlighted to be more conducive to PA than training form activities [16], it has been suggested that this approach may also have a positive effect on players' PA levels [28]. Indeed, emerging evidence has highlighted that during GBA practice sessions, players accumulated signi cantly higher levels of PA than during traditional approach practice sessions [17,29].…”

Section: Introductionmentioning

confidence: 99%

The Effect of a Game-Based Approach Intervention on Youth Gaelic Football Players’ Physical Activity Levels

Gavin,

Lane,

Dowd

2024

Preprint

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Purpose This study aimed to evaluate the effect of a GBA intervention on PA levels in youth Gaelic football players and investigate its impact on overall daily PA levels and practice session characteristics. Methods A quasi-experimental design was employed to investigate the impact of a 2-week GBA intervention within a youth Gaelic football setting. Following a 1-week baseline measurement period, experienced GBA practitioners implemented the GBA intervention with one U17 boys team (n = 18; mean age: 15.6 ± 0.5) and one U16 girls team (n = 20; mean age: 14.4 ± 0.7) team. PA levels were assessed using the activPAL accelerometer, and practice session characteristics were determined via video recording and coding. Results Findings reveal significant increases in moderate-to-vigorous PA (MVPA) levels during GBA sessions (U17 boys: +21%, p < 0.001; U16 girls: +22%, p < 0.001), eliminating gender disparities observed in baseline sessions. Daily MVPA levels significantly increased during the intervention period (Males: +23.0min, p = 0.003; Females: +18.1min, p = 0.003), with a greater percentage of participants meeting the PA guidelines (Males: +45%; Females: +50%). GBA sessions were characterised by increased time spent in playing form activities (U17 boys: +63.4%, p < 0.001; U16 girls: +42.9%, p = 0.044) and "other" activities (U17 boys: +10.8%, p = 0.010; U16 girls: +11.8%, p = 0.004). Conclusion The GBA intervention effectively enhanced PA levels and modified practice session characteristics, demonstrating its potential to promote higher PA engagement and eliminate gender disparities in youth Gaelic football players. These findings suggest that a GBA can be a valuable coaching approach to increase PA levels and prepare players for competitive match-play.

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Effects of 6 Weeks Direct Instruction and Teaching Games for Understanding Programs on Physical Activity and Tactical Behaviour in U-12 Soccer Players

Cited by 10 publications

References 38 publications

Perceptual-Motor and Perceptual-Cognitive Skill Acquisition in Soccer: A Systematic Review on the Influence of Practice Design and Coaching Behavior

Perceptual-Motor and Perceptual-Cognitive Skill Acquisition in Soccer: A Systematic Review on the Influence of Practice Design and Coaching Behavior

Teaching grassroots soccer: a systematic review of literature

The Effect of a Game-Based Approach Intervention on Youth Gaelic Football Players’ Physical Activity Levels

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