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Despite the importance placed on the design and delivery of formal coach education programs by Football Australia, there remains a lack of research relating to how formal coach education strategies support Australian football (i.e., soccer) coaches and their coaching practices. Through a series of semi-structured interviews, 20 highly qualified and experienced Australian senior football coaches shared their perspectives on: (i) coach education, (ii) their role as coach, and (iii) practice design. Findings revealed that formal coach education in Australia was largely ineffective in preparing senior coaches for the realities of senior football. Coaches attributed this to a number of factors, including the content's quality, structure and delivery, which they viewed as rudimentary, outdated, repetitive and lacking in relevance and depth. Coaches also revealed there was an expectation of conformity to the content and practices endorsed by the National Football Curriculum, limiting the value and impact of formal coach education in supporting the development of coaches' theoretical and practical dispositions. These findings point towards a number of broad and systemic issues relating to the conceptual, theoretical and practical foundations of the National Football Curriculum and subsequent courses. If Football Australia are to reach their goal in designing and delivering effective and meaningful coach education programs that support the highly complex and multifaceted role of senior coaching, formal coach education may need to adapt and evolve in a manner that better supports the multi-dimensional and context-specific needs of Australian senior football coaches., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2023 Selimi et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Dynamic visualizations such as videos or animations have been developed to exchange information that transforms over time across a broad range of professional/academic contexts. However, such visual tools may impose substantial demands on the learner's cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing different instructional designs to manage learner cognitive load. This paper reviews a series of experimental studies assessing the effects of certain instructional designs on learning of tactical scenes of play through dynamic visualizations. An electronic database search was performed on the Web of Science and PubMed/Medline databases from inception to July 2020 using a combination of relevant keywords. Manual searches were also made. The search was limited to English language. A total of 515 records were screened by two researchers using the Population/Intervention/Comparison/Outcome(s) (PICO) criteria. The quality and validity of the included studies were assessed using "QualSyst". Learning indicators in students and/or players (male and female) at any age category and competitive level were considered. Eleven studies met the inclusion criteria for this review, which focused on the effects of four instructional designs (i.e., using static visualizations, employing sequential presentation, applying segmentation, and decreasing presentation speed) on learning various game systems through dynamic visualizations. These studies indicate that (i) the effectiveness of all instructional designs depend upon the level of learners' expertise when learning soccer/Australian football scenes through animations/videos, (ii) the effectiveness of using static visualizations instead of animations/videos showing soccer/basketball scenes depend upon the type of the depicted knowledge (i.e., motor knowledge or descriptive knowledge) for novice learners, (iii) the effectiveness of employing static visualizations and decreasing presentation speed when learning soccer/basketball scenes from animations/videos depend upon the level of content complexity, for novice learners. The current review demonstrated important practical implications for both coaches and physical education teachers using either animations and/or videos to communicate game systems. Indeed, findings suggested that adapting instructional designs to the level of learners' expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective tactical learning from dynamic visualizations.

The study of declarative and procedural knowledge makes it possible to ascertain what cognitive processes are like during motor learning. This study aimed to compare, according to the methodology, gender and experience (football practise), and the levels of declarative and procedural knowledge after the implementation of two intervention programmes on school football including one based on the tactics learning and the other on the technique learning. A total of 41 students in the 5th year of primary education from a state school from Spain, distributed in two class groups, participated in the study. Each class group participated in a different intervention programme. The sample of subjects was equal (tactical programme ( n = 20) and technical programme ( n = 21)). A panel of 13 experts validated both programmes. Levels of knowledge were measured using the Tactical Knowledge Assessment test in football. A descriptive analysis was performed to characterise the sample. Moreover, a t-test for independent samples, a t-test for related samples, and a 2 × 2 ANOVA (analysis of variance) were performed to compare the levels of knowledge between the pre-test and the post-test, according to the methodology, gender, and experience of the students. Results indicate that both intervention programmes induced higher levels of declarative and procedural knowledge in the post-test. Similarly, there were no significant differences with regard to the applied methodology. This fact is due to the heterogeneous character of the class groups with gender and experience showing effects on the levels of knowledge. The boys possessed greater experience and a higher level of knowledge compared to the girls., Competing Interests: The authors declare no conflict of interest.

Objectives: This 40-week workplace physical training RCT investigated the effect of soccer and Zumba, respectively, on muscle pain intensity and duration, work ability, and rating of perceived exertion (RPE) during work among female hospital employees., Methods: 107 hospital employees were cluster-randomized into two training groups, and a control group. The training was conducted outside working hours as two-three 1-h sessions per week for the first 12 weeks, and continued as one-two 1-h sessions per week for the last 28 weeks. Muscle pain intensity and duration, work ability, and RPE during work were measured at baseline and after 12 and 40 weeks., Results: After 12 weeks, both the soccer (-1.9, 95% CI, -3.0, -0.8, P = 0.001) and the Zumba group (-1.3, 95% CI, -2.3, -0.3, P = 0.01) reduced the pain intensity (on a scale from 0 to 10) in the neck-shoulder region (eta squared = 0.109), whereas only the soccer group (-1.9, 95% CI, -3.2, -0.7, P = 0.002, eta squared = 0.092) showed a reduction after 40 weeks referencing the control group. After 40 weeks, both the soccer (-16.4 days, 95% CI, -29.6, -3.2, P<0.02) and the Zumba group (-16.6 days, 95% CI, -28.9, -4.2, P<0.01) reduced the pain duration during the past 3 months in the neck-shoulder region (eta squared = 0.077). No significant effects on intensity or duration of pain in the lower back, RPE during work or work ability were found., Conclusions: The present study indicates that workplace initiated soccer and Zumba training improve neck-shoulder pain intensity as well as duration among female hospital employees., Trial Registration: International Standard Randomized Controlled Trial Number Register ISRCTN 61986892.

Purpose: The primary aim of this study was to objectively examine the physical activity (PA) levels of girls during organized sports (OS) and to compare the levels between games and practices for the same participants. The secondary aims of this study were to document lesson context and coach behavior during practices and games., Methods: Participants were 94 girls recruited from 10 teams in three OS (netball, basketball, and soccer) from the western suburbs of Sydney. Each participant wore an ActiGraph GT3X monitor for the duration of one practice and one game. The System for Observing Fitness Instruction Time was concurrently used to document lesson context and coach behavior., Results: Girls spent a significantly higher percentage of time in moderate-to-vigorous PA (MVPA) during practices compared with games (33.8% vs 30.6%; t = 2.94, P < 0.05). Girls spent approximately 20 min·h(-1) in MVPA during practices and approximately 18 min·h(-1) in MVPA during games. An average of 2957 and 2702 steps per hour were accumulated during practices and games, respectively. However, girls spent roughly two-thirds of their OS time in light PA or sedentary. On the basis of the System for Observing Fitness Instruction Time findings, coaches spent a large proportion of practice time in management (15.0%) and knowledge delivery (18.5%). An average of 13.0 and 15.8 occurrences per hour were observed during games and practices where coaches promoted PA., Conclusions: For every hour of game play or practice time, girls accumulated approximately one third of the recommended 60 min of MVPA time and approximately one quarter of the 12,000 steps that girls are recommended to accumulate daily. For this population, OS seems to make a substantial contribution to the recommended amounts of MVPA and steps for participating girls. OS alone, however, does not provide amounts of PA sufficient to meet daily recommendations for adolescent girls.

Purpose: The purpose of this research project was to noninvasively determine individual muscle glycogen [Gly] degradation during a test intended to predict individual fatigue in intense soccer matches., Methods: The [Gly] of the calf muscles of 17 elite soccer players [age = 17.4 +/- 0.8 (SD)] were measured with 13C-MRS before and after an alternating velocity test to exhaustion. Blood samples were taken before and 3 min after the test for determination of blood metabolites., Results: Average muscle [Gly] was 135 +/- 53 mmol x (kg wet weight)(-1) before and 87 +/- 27 mmol x (kg wet weight)(-1) (P < 0.001) after exhaustion (42 +/- 25 min). There was a high correlation (r = 0.87, P < 0.0001) between muscle [Gly] at rest and net muscle [Gly] utilized. There was also a more moderate correlation (r = 0.62, P < 0.01) between net muscle [Gly] used and time to exhaustion during the soccer-specific test. There was some evidence of correlation (r = 0.42, P = 0.09) between resting [Gly] and time to exhaustion. Plasma lactate increased (P < 0.001) from 0.8 +/- 0.4 before the test to 2.5 +/- 1.0 mmol x L(-1) at exhaustion, whereas ammonia was raised (P < 0.0001) from 44.1 +/- 10.3 to 89.7 +/- 14.9 micromol x L(-1). Similarly, plasma free fatty acids were elevated (P < 0.0001) from 148 +/- 106 to 797 +/- 401 micromol x L(-1), and glycerol was increased (P < 0.0001) from 48.3 +/- 17.7 to 182.2 +/- 61.8 micromol x L(-1). Insulin levels (11.9 +/- 3.7 vs 11.7 +/- 4.8 microU x mL(-1)) remained the same. Creatine kinase levels increased (P < 0.0001) from 486 +/- 501 to 640 +/- 548 micromol x L(-1) after the test., Conclusions: We conclude that exhaustion during soccer-specific performance is related to the capacity to utilize muscle [Gly]. The results underline the importance of dietary counseling (glycogen loading and resynthesis strategies) and proper training to enhance the glycogen levels and glycogenolytic capacity of the players.