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Sports coaching involves navigating ambiguity and uncertainty in stakeholders' perspectives and managing a dynamic micro-political environment. This study explores the relationship between coaching efficacy and effectiveness in South African Women's Rugby. It examines how a coach's belief in their ability to influence athlete learning and performance (coaching efficacy) correlates with the actual impact on athletes (coaching effectiveness). By aligning coaches' perceived competence with tangible athlete outcomes, the study provides insights into factors influencing coaching practices and athlete development. The study involved 28 women players (mean age: 24.8 ± 4.0 years) and 8 coaches (mean age: 41 ± 3.8 years) who participated in semi-structured online interviews. The interview script, derived from the Coaching Effectiveness Survey (CES) tool, was analysed using Braun and Clarke's 6-step process of thematic content analysis. Under the four efficacy dimensions, sub-themes emerged as follow: 1) motivation (climate created by the coach and a motivational climate experienced by the players), 2) technique (coaching physical, technical, and tactical aspects of rugby), 3) game strategy (guiding players to successful outcomes), and 4) character-building efficacy (cultivating a positive environment for sportswomanship and holistic development). The findings incorporate feedback from players and coaches, highlighting firsthand experiences of coaching effectiveness. This approach enables experts to identify effective coaching strategies and those needing refinement within Women's Rugby. The study's findings promise to inform future coach development frameworks and foster a comprehensive understanding of coaching effectiveness in the dynamic landscape of Women's Rugby worldwide. [ABSTRACT FROM AUTHOR]

Purpose: Belgium has consistently produced world-class footballers, outperforming many larger football associations despite having a smaller talent pool and fewer resources. This paper aims to (1) examine the development pathways of Belgian professional players over the past decade and (2) quantify the role of opportunities in European leagues outside the "Big 5" for a comparative analysis of different player development systems. By exploring how Belgian players progress through various leagues and systems, this study seeks to identify strategic insights that can inform the development practices of both Belgian football and other European nations with similar constraints. Design/methodology/approach: Data on player performance were collected over ten seasons (2013/14 to 2022/23) from 15 European leagues, including the "Big 5" (England, France, Germany, Italy and Spain) and ten other prominent leagues (Austria, Czech Republic, Denmark, Greece, Netherlands, Poland, Portugal, Scotland, Switzerland and Turkey). The variables collected included player name, nationality, team, league, season, appearances, minutes played, age and position. For Belgian players in the sample, the youth academies they attended were also noted. Findings: Belgian players have achieved significant success, particularly in terms of transitioning into the "Big 5" leagues. However, the number of "home-grown" players making appearances and gaining minutes in the Belgian league is relatively low (ranking 13th of the 15 leagues studied). In contrast, Belgian players rank third in terms of total minutes played in the "Big 5" leagues, behind Portuguese and Dutch players. Anderlecht was the most successful Belgian club in developing professional players, and other key contributors were clubs with consistent Champions League participation. Originality/value: While substantial research exists on player development in the "Big 5" European leagues, comparatively little attention has been given to other significant European leagues. This paper addresses that gap by examining the role of smaller leagues in developing young talent, despite their limited resources and reduced access to Europe's elite competitions. The findings highlight the need for policy reforms and strategic improvements at both the national and European levels to enhance player development pathways. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to survey Major League Soccer stakeholders' attitudes and perspectives on the youth-to-senior transition with a particular interest in the league's evolving club structures, specifically the reserve team and youth academy entities. The survey assessed various stakeholders' views on clubs' organisational aims and structure, the capabilities of club entities to prepare players for the first team, and the transition process to the first team within MLS. Methods: A total of 80 participants working in various 'player operation' roles for MLS clubs in the United States and Canada voluntarily completed the online survey. Results: The predominant aim for both reserve teams and academies in MLS is to develop players for the first team. The organisational structure and governance of reserve teams are varied across the league, but an overarching feature is their function as a development team. When players are transitioning, communication between staff may or may not be clear and effective. Finally, for players within an MLS club's talent pathway, a variety of support strategies are made available during the transition into the first team, but psychological support in particular may be limited or unavailable. Conclusion: Similar to European soccer, the aim of MLS reserve teams and youth academies is to develop first team players for the club. However, while players are transitioning into the first team, communication may or may not be clear and effective, and psychological support may be absent, which may impair player development initiatives. [ABSTRACT FROM AUTHOR]

Our study looked at the levels of multidimensional anxiety among female football players based on their playing positions in an effort to help fill the empirical evidence gap for anxiety in women's football. The research involved 52 female football players (N = 52), including goalkeepers, defenders, strikers and midfielders, aged between 10 and 29 years (Mean = 14.25). To assess the psychological characteristics of the participants, the sport competition anxiety test (SCAT) and the competitive state anxiety inventory-2 (CSAI- 2) were used to gather sport-specific data on trait anxiety, cognitive anxiety, somatic anxiety and self-confidence. Data revealed that the midfielders showed the lowest level of competitive trait anxiety, better than defenders and strikers, while the goalkeepers recorded the highest score. On the cognitive anxiety scale, strikers had the lowest score, while defenders had the highest score. Goalkeepers scored highest on the somatic anxiety scale, while defenders scored lowest, better than forwards and midfielders. On the self-confidence scale, midfielders had better scores than defenders and attackers, while goalkeepers showed the lowest scores in self-confidence. The results revealed psychological variations associated with different playing positions, highlighting the need for position-specific psychological support, as each position in football presents unique mental challenges that can significantly impact performance and overall well-being. This study demonstrates that both practical and psychological significance are crucial concepts that extend beyond mere statistical significance, emphasizing the importance of applying these insights to improve overall development, resilience and performance of the player. These findings provide a foundation for further investigation into the factors contributing to excellence in women's football, encouraging more comprehensive research that considers both mental and tactical dimensions of the playing positions. [ABSTRACT FROM AUTHOR]

Thomas P Craig,1 Patrick Maughan,1 Michael Peter McArdle,2 David R Clark,1 Donald Reid3 1School of Health Sciences, Robert Gordon University, Aberdeen, UK; 2The Scottish Football Association, Glasgow, UK; 3School of Biodiversity, One Health and Veterinary Medicine, University of Glasgow, Glasgow, UKCorrespondence: Thomas P Craig, Email T.P.Craig@outlook.comBackground: Increases in high-intensity locomotor activity of match play have been recorded in elite soccer. This places an onus on academy practitioners to develop players for the future demands of the game. At an academy level, locomotor data are not available for analysis over a longitudinal period, and thus changes can only be assessed with physical attribute assessment. The aim of the present study is to establish if changes in physical capacity were observed in a professional Scottish soccer academy over a ten-year period.Methods: A retrospective analysis was completed where linear mixed effect (LME) models were individually fitted to explain variation across each measure of physical capacity. Model selection was undertaken with likelihood ratio tests where the initial complex models were compared to simpler nested models to arrive at the final model by maximum likelihood.Results: The main findings were that most recent players’ sprint test data revealed a significant improvement in 5m, 10m and 20m sprint performance, greater increases in CMJ performance in older age groups, and greater increases in YYIR1 performance at U13 and U14. Most physical results showed increased performance with greater relative height and weight.Conclusion: Players recruited more recently to academies are fitter than they were previously. Reference values within clubs that establish first team requirements will contribute to appropriate planning and implementation of training.Keywords: player development, first team transition, talent development, soccer, football, physical profiles

This study investigated the perceptions of players and football club staff regarding de-selection from the youth international football environment. Prior research into youth football de-selection focuses on players' experiences of being released from their club environment; however, research is yet to understand the effect of de-selection from international football. The authors completed semi-structured interviews with 11 current youth international footballers and nine members of leadership staff from English Premier League youth academies, including academy directors, technical directors and heads of coaching. It was found that players had a strong identity as an international footballer and that once de-selected, it could be difficult to adapt to a change in status within their group at the club. The club staff also suggested that clubs do little to support the player once de-selected as although they perceive the player as being part of their development programme, they viewed international football as an area that was not their responsibility. Practical applications are discussed, including the need for clear justifications of de-selection and 'after-care' solutions. [ABSTRACT FROM AUTHOR]

This study aimed to analyse technical action variations among 5, 7, 9, and 11-a-side game formats and investigate the effects of age groups (U8, U10, U12, and U14) on these actions. A total of 197 soccer players aged between 6.94 ± 0.7 and 13.46 ± 0.5 years participated, with three matches conducted weekly, totalling 48 matches. Two-way ANOVA was employed to analyse age group and game format as independent factors. The study revealed the influence of age group on players' technical actions variability: front pass success p < .001; side pass success p < .001; back pass success p < .001; short pass success p < .001; reception success p < .001; goal p < .002; unsuccessful short pass p < .001; unsuccessful long pass p < .001; ball contacts p < .001. Additionally, the study highlighted the impact of game format on success rates: front pass success p < .001; side pass success p < .001; back pass success p < .001; short pass success p < .001; reception success p < .001; goal p < .036; shot on target p < .001; ball contacts p < .001; interception p < .001. These findings enhance understanding of how game format and age group affect technical performance in youth soccer, emphasizing the need for interventions that optimize players' development trajectories. [ABSTRACT FROM AUTHOR]

Played-form activities in soccer are customized variants of the original game, configured to emphasize important informational and task constraints in the way players perform in practice. Parameters of play such as the shape and dimensions of the playing area, number of participants involved, and conditions of play are key properties that activities are designed from. These properties impact on the specific practice contexts in which players are challenged to perceive information, make decisions and perform actions, during competitive performance preparation and player development. There are countless possible configurations of played-form activities that can provide development or training opportunities for players to improve performance. Although there are no standard guidelines for designing such practice tasks, here we propose how a theoretical rationale like ecological dynamics can frame the configuration of activities, modelled on typical formats, specific task constraints and key developmental needs. In this article, these formats are depicted with reference to common coaching licence curriculum needs and scientific literature. This insight paper presents a continuum of played-form activities, exemplifying characteristics of different practice designs in soccer. This integration of knowledge provides a valid continuum of play practice designs, based on an extent of specific opportunities for actions in different phases of play. Our insights suggest how coaches and trainers in team sports could gain a deep understanding of how specific played-form activity configurations impact on skill adaptation in players, providing opportunities for coaches to function as learning facilitators. [ABSTRACT FROM AUTHOR]

PurposeThis study aimed to explore whether a meaningful improvement in physical performance following an in-season strength training intervention can be related to external load match parameters at an individual level in professional male football players.MethodsEight male professional football players (25.4 ± 3.1 years, 184.1 ± 3.4 cm, 79.3 ± 2.2 kg) completed a 10-week strength intervention period in addition to football-specific training and matches. Commonly used physical and external load measures were assessed before and after intervention. Physical performance improvements had to exceed the measurement’s typical error and the smallest worthwhile difference (SWD) to be considered meaningful. External load match parameters were assessed before and after the intervention period using SWD and non-overlap of all pairs (NAP) analysis. A Bayesian pairwise correlation analysis was performed to evaluate relationships between changes in physical performance and external load match parameters.ResultsThree players displayed meaningful improvements in two to five physical performance measures. However, positive changes exceeding the SWD and positive effects in NAP results were observed for all players in external load match parameters. Kendall's tau correlation analysis showed evidence (base factor >3) for only one correlation (maximum speed − decelerations, τ = −0.62) between the changes in physical performance and external load measures, while the remaining comparisons exhibited no relation.ConclusionsThe findings suggest that improvements in physical performance may not necessarily translate to improvements in external load match parameters. Further research, with larger sample sizes, is needed to understand potential mechanisms between acute and chronic physical performance changes and football external load parameters during training and matches.

The English Football Association (FA from hereon in) 4 Corner Model is a multidisciplinary framework that aims to enhance player talent identification and development, and is characterised by physical, social, technical/tactical and psychological components. Despite the framework being prominent within English football development pathways, player insights into the effectiveness of the framework in supporting academy to first team transitions are lacking. Therefore, the aim of this study was to explore established first team professional footballer's perceptions of the FA 4 Corner Model, in relation to the attributes that they perceived to facilitate the successful transition to a professional first team environment. Twelve current (n = 8) and ex (n = 4) professional players who had successfully transitioned from a youth academy, and subsequently became an established first team player, were interviewed for the study. Interpretations across the qualitative data set highlighted the importance of players adapting to physical and tactical demands, while also dealing with different psychosocial factors when entering a first team setting. The study highlights that disparities can exist between players, coaches, practitioners, and sport scientists perceived development needs, a situation that could hinder players progression through the player pathway. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the differences in the weekly training load between starters and non-starters classified based on the match starting line-up, with respect to the playing position and a training day. Notably, 31 young adult soccer players (age: 18.79 ± 1.04 years) competing in the 3rd Czech division were monitored across the season. The weekly training load was measured using a GPS system as follows: total distance covered (TD), high-speed running distance (HSR), sprint running distance (SR), and acceleration and deceleration distance (ACDC). We found higher values in three out of four observed variables (HSR, SR, and ACDC, excluding TD) for starters compared to non-starters (p < 0.05), with small to moderate effect sizes (d = 0.40-0.49). Differences were observed especially in players who were fullbacks, offensive midfielders, and forwards. Moreover, the largest differences were found in training prior to a match day for HSR, SR, and ACDC (p < 0.05). Non-starters experienced lower weekly external loads in offensive player positions, predominantly in high-intensity variables, which are essential for their physical performance. It seems that non-starters may experience potential under-loading in the training process. Coaches and practitioners should be aware of this potential risk and find an appropriate method to compensate for load discrepancies, particularly in terms of highintensity activities. [ABSTRACT FROM AUTHOR]

Player development programmes in sports are considered crucial pillars for the development of young players and countries' international sporting success. As resources are limited, coaches preferably decide which players to select for these programmes at a young age. This is particularly true for early-starting sports such as table tennis. However, the selection criteria used by coaches and the decision-making processes in player selection contexts are widely unknown. To address this gap, we conducted 15 in-depth semi-structured interviews with table tennis coaches with high expertise in the identification and development of talented young players. Here we show that the concept of 'talent' and the process of player selection in table tennis are highly complex phenomena with three main areas of interest identified: (a) general aspects regarding 'talent' (in table tennis), (b) specific selection criteria including individual as well as environmental aspects, and (c) the process of player selection. One main finding is that coaches see 'talent' as dependent on various factors including (relative) age, maturation as well as practice and previous experience. Furthermore, coaches appear to include both individual (e.g., technical skills) and environmental criteria (e.g., parents' support) in their decision-making process. Finally, the interviews revealed that player selection decisions are usually made by multiple coaches during group meetings, suggesting the relevance of group processes and dynamics. In summary, this study provides new findings regarding the understanding and discovery of 'talent' in table tennis that can help practitioners and open new avenues for further research on player selection in sports. [ABSTRACT FROM AUTHOR]

This study analysed the performance of Chinese Under-23 soccer players during ball possession Small-Sided Games (SSGs), compared to foreign players. Unbalanced number formats (4v2, 4v4 and 4v6) were performed on a 30 × 25 m playing area, 4 sets of 4 min each with 4 min of active recovery between bouts, under opposition- and cooperation-based perspectives. Data were collected on External Workload (Walking, Running, Sprinting, Max speed and Sprint number), Internal Load of Perceptions (Rating of Perceived Exertion, RPE) and Tactical Individual Actions (Max passing speed, Passing number and with Dominant and Non-dominant foot). An Independent Samples T-Test and Cohen's d Effect Sizes were conducted to compare both groups. A higher number of differences were observed on the cooperation-based perspective. Generally, foreign players performed more tactical individual actions and intensive external workload. In contrast, Chinese players walked more and scored higher RPE. On this basis, it appears that foreign players have a better team-play experience and ability to adapt to game constraints more easily. This investigation provides insight information about players' development and to understand the evolution of Chinese soccer that coaches should consider before working on this specific environment. [ABSTRACT FROM AUTHOR]

This study investigated the experiences of youth footballers as they made their transition from club football to the England youth international football teams. The club-to-international transition focuses on the movement of an individual from club sport to international representation, a within-career transition that comes with its own specific demands, characterised by the dual stakeholders of club and national governing body. The authors completed semi-structured interviews with 11 current youth footballers to better understand the type of coaching support they were provided by both club and national team coaches before, during and after international representation. Through thematic analysis, it was found that there was ambiguity as to the support offered to youth international footballers, with players explaining that feedback provided post-training camp did not support them in their development. Players also suggested the importance of sharing performance data between the domains (club and international) as good practice that helped them to have a more successful transition. These novel results suggest that the transition into youth international football should be seen as an important step in the development of the young footballer, however, clubs and national governing bodies need to work closer together to use this transition as a developmental opportunity. Several practical applications are discussed, including the importance of key stakeholders clearly outlining their responsibilities to the player during international representation. [ABSTRACT FROM AUTHOR]

Background: In the Gaelic Athletic Association (GAA), Talent Academies (TAs) and senior teams cater for high-performing players. However, only two previous studies have quantified the relative age effect (RAE; i.e., a selection bias favouring those born near the beginning of the cut-off date) in these cohorts. Additionally, no studies have explored stakeholder understanding of the RAE using qualitative methods. This study aimed to: (a) quantify the RAE in TAs and senior teams, and (b) investigate stakeholder perspectives of the talent development environment, providing practical insight into the RAE. A mixed methods sequential explanatory study design was employed. Phase one involved a retrospective analysis of longitudinal data for the frequency and distribution of births using TA (n = 12,445) and senior (n = 8,752) players. Phase two comprised two focus groups of key stakeholders [coaches (n = 4) and Talent Development Leaders (n = 4)] at TA and senior level. Analysis revealed a significant difference between TA birth quarter (BQ) distributions compared with expected distributions (P < 0.001; BQ1 = 30.4% vs. BQ4 = 17.6%), whereas at senior level, there were no significant differences observed (χ2 (df = 3) = 3.812, P = 0.282). In phase two, inductive analysis revealed three higher-order themes: (a) understanding of the RAE, (b) selection criteria, and (c) player characteristics. The GAA are encouraged to reflect on the practice of chronological age band grouping, investigate possible solutions to limit the effects of the RAE, and offer support programmes to educate key stakeholders. [ABSTRACT FROM AUTHOR]

Previous research has examined the use of phenomenological interviews post-performance with the aim of gaining subjective knowledge of the lived experience of players. However, to date, explicitation techniques have not been used within actual coaching sessions to enable the coach to gain greater insight into players' decision-making experiences. The aim of the study was to develop the use of explicitation techniques as a pedagogical tool within coaching sessions. As the coach, I (the first author) was one of the participants in the study. I recruited five Korfball players (M = 2, F = 3, aged between 21 and 26 years) as participants to develop my use of explicitation techniques with. The study used an Action Research (AR) approach and data collection methods included audio recordings of the explicitation techniques, fieldnotes, analytic memos and focus groups. Thematic data analysis was used to identify trends and patterns and make sense of the multiple sources of data. The findings were focused on the pedagogical strategies and adaptations used to develop the use of the explicitation techniques in coaching practice. These revealed that facilitating an evocative state through questioning requires practice and experience but is beneficial for coaching practice to understand players' lived experiences. The approach enabled me to gain greater insight into the players' reactive decision-making processes and a better understanding of what they were seeing and feeling in decision-making moments. It is anticipated that in turn, this will enable myself and other coaches to design and facilitate better coaching sessions. [ABSTRACT FROM AUTHOR]

This study quantified and compared the collision and non-collision match characteristics across age categories (i.e. U12, U14, U16, U18, Senior) for both amateur and elite playing standards from Tier 1 rugby union nations (i.e. England, South Africa, New Zealand). Two-hundred and one male matches (5911 min ball-in-play) were coded using computerised notational analysis, including 193,708 match characteristics (e.g. 83,688 collisions, 33,052 tackles, 13,299 rucks, 1006 mauls, 2681 scrums, 2923 lineouts, 44,879 passes, 5568 kicks). Generalised linear mixed models with post-hoc comparisons and cluster analysis compared the match characteristics by age category and playing standard. Overall significant differences (p < 0.001) between age category and playing standard were found for the frequency of match characteristics, and tackle and ruck activity. The frequency of characteristics increased with age category and playing standard except for scrums and tries that were the lowest at the senior level. For the tackle, the percentage of successful tackles, frequency of active shoulder, sequential and simultaneous tackles increased with age and playing standard. For ruck activity, the number of attackers and defenders were lower in U18 and senior than younger age categories. Cluster analysis demonstrated clear differences in all and collision match characteristics and activity by age category and playing standard. These findings provide the most comprehensive quantification and comparison of collision and non-collision activity in rugby union demonstrating increased frequency and type of collision activity with increasing age and playing standard. These findings have implications for policy to ensure the safe development of rugby union players throughout the world. The safety of rugby union, especially the tackle, has previously been questioned but limited data are available to understand the collision and non-collision match characteristics between different age categories and playing standards. The frequency of collision and non-collision match characteristics increase with age and playing standard except for the frequency of scrums and tries which are lowest at the Senior Elite level. The activity of the tackle and ruck are also different between age categories and playing standards. Hierarchical cluster analysis demonstrated clear differences in all and collision match characteristics between junior (i.e. U12, U14, U16), and amateur (i.e. U18 and senior) and elite (i.e. U18 and senior) playing levels. Governing bodies and practitioners should be aware of the differences in collision and non-collision match characteristics by age and playing standard, when reviewing future versions of rugby union. [ABSTRACT FROM AUTHOR]

IntroductionSymptoms related to the menstrual cycle (MC) affect the performance level and health of female athletes in various ways. Previous research has reported MC symptoms such as pain, mood disturbance, reduced coordination and competition distraction as well as diminished performance levels and an increased injury risk among female elite athletes. Despite this, the coach-athlete communication related to the female hormonal cycle is limited. The aim of the present study was to explore the perceptions of MC communication in a group of junior elite football players and their male coaches in a case study of one youth football team in a specific club in Norway.MethodsThe study used a qualitative approach with semi-structured interviews. In total, 8 female junior elite players (aged 16-20) from a Norwegian football team and 2 of their male coaches participated in the study.ResultsThe data analysis revealed two main communication barriers: 1. interpersonal barriers (e.g., false assumptions about the coach/athletes and social discomfort) and 2. knowledge barriers (e.g., unaware/perceptions of insufficient knowledge levels).DiscussionAs the players seemed to be unaware of their insufficient MC knowledge (e.g., failed to see a connection between the MC and their health and performance level), the coaches perceived their knowledge as insufficient and coped mainly by outsourcing MC communication to female staff and apps. Hence, the MC communication was hindered by both the athletes and the coaches (e.g., mutual avoidance). In line with previous research, this study supports that there is a need for developing effective strategies to overcome the interpersonal barriers and knowledge gaps.

Our aim in this study was to analyze: (i) the presence of the relative age effect (RAE) on the Brazilian elite female futsal athletes according to their team's final position in the National Championship, and (ii) the relationship between the presence of the RAE and the athletes' tactical individual performance. Participants were 77 female Brazilian elite futsal athletes that competed in the 2021 National Championship. Data included their dates of birth aggrupation by quartiles (Q1-Q4), their team's final position in the National Championship, and their tactical individual performance indicators (time played, goals scored, assists, steals, shots on goal, unbalanced passes, and challenges won in 1vs1). Analyses of the overall sample indicated that RAE was not prevalent in this context since the observed birthdate distribution was not different from the expected one (p=.796). When the final placement in the championship was considered, the birthdate distributions were also not different from the expected for both the top-ranked (p=.572) and low-ranked (p=.679) team athletes. Regarding athletes' tactical individual performance, no differences were found between the athletes with early and late birthdates for any of the variables analysed (p>.05). Our results suggest that RAE has no impact on this specific sport context, which should be interpreted as a positive factor since female futsal athletes seem to have the same chance of achieving the elite level in Brazil, regardless of their birthdates. [ABSTRACT FROM AUTHOR]

The goalkeeper (GK) in association football arguably presents a critical playing position within a modern game that often appears to be highly dynamic, unpredictable, and constantly changing. Because of the privilege in using the hands and FIFA's "back-pass law," the list of GK tasks extends to a wide range of responsibilities in possession of the ball and when defending the goal and space. With the aim of providing an applied overview of the complex GK demands in the modern football game and consequences for position-specific coaching, the following article presents current practical advances on the various areas of physical, tactical–technical, mental/psychological, and social GK development. To further showcase complex GK tasks and actions, a framework of tactical–technical areas in goalkeeping is introduced and linked to recent empirical research in the field of goalkeeping and coaching. This understanding of position-specific demands may support future development of individualised, athlete-centred training interventions, coaching approaches, and match performance analysis. Along the way, the article offers several avenues for future research contributions to this unique field within football studies and further aims to stimulate readers' and coaches' thoughts about various matters related to specialist and individual development coaching. [ABSTRACT FROM AUTHOR]

Purpose: To quantify the frequencies and timings of rugby union match-play phases (ie, attacking, defending, ball in play [BIP], and ball out of play [BOP]) and then compare the physical characteristics of attacking, defending, and BOP between forwards and backs. Methods: Data were analyzed from 59 male rugby union academy players (259 observations). Each player wore a microtechnology device (OptimEye S5; Catapult, Melbourne, Australia) with video footage analyzed for phase timings and frequencies. Dependent variables were analyzed using a linear mixed-effects model and assessed with magnitude-based inferences and Cohen d effect sizes (ES). Results: Attack, defense, BIP, and BOP times were 12.7 (3.1), 14.7 (2.5), 27.4 (2.9), and 47.4 (4.1) min, respectively. Mean attack (26 [17] s), defense (26 [18] s), and BIP (33 [24] s) phases were shorter than BOP phases (59 [33] s). The relative distance in attacking phases was similar (112.2 [48.4] vs 114.6 [52.3] m·min−1, ES = 0.00 ± 0.23) between forwards and backs but greater in forwards (114.5 [52.7] vs 109.0 [54.8] m·min−1, ES = 0.32 ± 0.23) during defense and greater in backs during BOP (ES = −0.66 ± 0.23). Conclusions: Total time in attack, defense, and therefore BIP was less than BOP. Relative distance was greater in forwards during defense, whereas it was greater in backs during BOP and similar between positions during attack. Players should be exposed to training intensities from in-play phases (ie, attack and defense) rather than whole-match data and practice technical skills during these intensities. [ABSTRACT FROM AUTHOR]

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A philosophical framework for success in coaching is established, upon which the results of 571 coaches’ views of success in coaching is consequently evaluated. The coaches are Czech nationals from seven sports, who coach all age groups from U8 to adult professional teams, with length of experience ranging from 1 to 26 years (mean 7.1). Success definitions were coded and categorized before being analyzed across sport, age group coached, experience and licensing level. Hal-lowell’s success cycle is used as a standard of evaluation. Results were also assessed in terms of modern coaching philosophies. Overall, it was shown that the most common definition of success by coaches fell into the Sport Growth domain (31.7%), by which they primarily meant Player Development (20.6% of these coaches). The second most common domain for defining success was Performance (28.2%), primarily defined in terms of Winning (15.5%). Emotional Growth (21.1%) and Personal Growth (7.6%), though emphasized in modern coaching philosophies, were largely undervalued by Czech coaches. Enjoyment, a key element of success from Aristotle to Seligman, and essential to Hallowell’s success cycle was evident in only a small number (5.6%) of the success definitions of coaches.

AimMedical and performance units are integral components of player development programmes in elite football academies. Nevertheless, the nature of the operational processes implemented by practitioners within clubs and national federations remains unexplored. The aim of the present study, therefore, was to survey elite youth professional football academies from around the world regarding the operational processes adopted by their medical and performance units.MethodsOf the 50 organizations invited, 10 national federations and 25 clubs took part in the survey resulting in a response rate of 70% (95% confidence interval, 56%−81%). The respondents represented three groups: senior club and academy management, performance, and medical staff.ResultsThe majority (60%−90%) of clubs and national federations reported strategic alignment between senior and academy medical and performance units as well as between academy medical and performance units. Survey responses indicated substantial heterogeneity in the composition and number of medical and performance professionals employed in academies. The majority of respondents agreed their medical and performance departments were effective in utilizing staff knowledge and external sources of knowledge to inform their practice (56%−80%). Performance staff (40%−50%) and physiotherapists (30%−32%) were deemed most influential in injury prevention programmes. During the return-to-play process, the influence of specific practitioners in the medical and performance units was dependent upon the phase of return-to-play. Shared decision-making was common practice amongst performance and medical staff in injury prevention and return-to-play processes. Medical and performance data were generally centralized across the first team and academy in majority (50%−72%) of clubs and national federations. Data were integrated within the same data management system to a higher degree in clubs (68%) vs. national federations (40%). Research and development activity were reported for most academies (50%−72%), and generally led by the head of performance (37%) or team doctor (21%). Research activities were largely undertaken via internal staff (~100%), academic collaborations (50%−88%) and/or external consultants and industry partnerships (77%−83%) in the national federation and clubs.ConclusionCollectively, these findings provide a detailed overview regarding key operational processes delivered by medical and performance practitioners working in elite football academies.

This study aimed to analyze the evolution of the game phases performance and the way of scoring points throughout different age groups and levels of competition in male volleyball. The sample was 53,320 game phases performed in 299 sets from five competition categories (national under-14, national under-16, national under-19, senior national and senior international). An observational design was used. The variables were: competition category, game phase performance, and way that points were scored. The higher the category, the higher the points in attack and side-out phase (from 48.37% -U14- to 69.61% -senior international-) and the lower points by the serving team (from 51.63% -U14- to 30.39% -senior international-). The opponent errors decreased as move to higher categories. The greater differences were observed between initial stages (under-14, under-16, and under-19) and senior categories. The cause of these results is related to the increase of the points scored by the attack in the side-out phase. The contributions of the different actions change through the developmental process from initial to top-level categories. This information may be useful to understand the technical-tactical training progression and to evaluate the long term athlete development of male volleyball players.

Purpose: Using an action-research design, this study examined the impact of combining concepts from two contemporary pedagogical approaches, the Constraints-led Approach (CLA) and Step-Game Approach (SGA), on the development of youth volleyballers' tactical knowledge, as expressed in performance, throughout a full competitive season. Method: Fifteen players and one coach participated in this study, which involved three action-research cycles, each including the processes of planning, acting and monitoring, reflecting, and fact-finding. The first author, who had the role of coach-researcher, collected data using a reflexive diary and field notes between September 2017 and June 2018, as well as eight semi-structured focus-group interviews. Data were analyzed using thematic analysis, in which inductive procedures deepened understanding of the development of the participants' tactical knowledge. Results: Findings suggested that combining CLA with SGA improved tactical knowledge in specific ways. Players progressed from a starting point where they were only able to describe game scenarios, and act without tactical criteria or considering contextual game constraints, to a point where their intentions during tactical actions were shaped by their ability to think strategically and guide their attention to recognize and interpret different constraints. Conclusions: Results suggested that the development of players' tactical knowledge benefited from a mutual integration of different, yet complementary, pedagogical approaches. By integrating SGA and CLA it was possible to enhance players' adaptable thinking using learning tasks involving the manipulation of meaningful constraints that afforded variable repetition and the resolution of tactical problems. [ABSTRACT FROM AUTHOR]

This article explores how the 2020 edition of the Union of European Football Association's (UEFA) Coaching Convention impacts coach education in the Football Association of Ireland (FAI), a member of the UEFA. First, this article provides a brief history of the UEFA Coaching Convention and it's historical benefits. Second, the UEFA Coaching Convention's principles and practices of adult learning and reality-based learning are identified, along with the national association's responsibilities for their implementation. Third, we outline the four main changes to the 2020 UEFA Coaching Convention, and fourth, following an overview of coach education in the FAI, we identify how the FAI's Coach Education Department adopts a constructivist, learner-centered approach when implementing the UEFA adult learning and reality-based learning principles. Fifth, we discuss some of the implemented and planned coach education initiatives in the FAI and provide an overview of the FAI's redeveloped coach education pathway, which was launched in August 2020 for implementation from 2021 to 2025. The article concludes with an overview of the future of coach education in the FAI and suggestions for further research. [ABSTRACT FROM AUTHOR]

There is a growing debate, both in the academic and sporting worlds, about the most appropriate pathway for high potential young players in sport. In this regard, there has been a considerable focus on the age of selection into structured talent development pathways and the nature of the experience once players have been recruited. Given the economic and reputational currency associated with developing professional footballers in particular, it is unsurprising that professional football clubs continue to invest significant financial resources into their academy structures. Understandably, this recruitment policy has attracted substantial attention within the media and research community, with ethical concerns arising surrounding the impact early selection may have on the welfare and the experiences of the young players within the pathway. The aim of this perspective article was to critically consider the research underpinning the early engagement practises of football clubs and the extent to which, and how, the pathway can provide players with the most appropriate starting point for their development. This evidence points to the need to look beyond the prevalent ‘early specialisation vs. diversification’ debate in youth sport towards a consideration of an early engagement perspective that reflects the biopsychosocial influences on talent development and the socio-political environment that influences decisions. We provide practical recommendations focused on the quality of the early engagement experience.

We quantified on pitch external loading of English Premier League (EPL) academy soccer players (n=76; U12-U18 age groups) over an entire competitive season. Mean accumulative weekly duration and total distance, respectively, was similar in the U12 (329±29 min; 19.9±2.2 km), U13 (323±29 min; 20.0±2.0 km) and U14 (339±25 min; 21.7±2.0 km; P>0.05 for all comparisons) age-groups, though all teams were less than U15 (421±15 min; 26.2±2.1 km), U16 (427±20 min; 25.9±2.5 km) and U18 (398±30 min; 26.1±2.6 km) players (P<0.05 for all comparisons). Mean weekly high-speed running and sprint distance was not different between U12 (220±95 m and 6±9 m respectively), U13 (331±212 m and 6±27 m) and U14 (448±193 m and 21±29 m) age-groups (P>0.05 for all pairwise comparisons) though all squads were less than U15 (657±242 m and 49±98 m), U16 (749±152 m and 95±55 m) and U18 (979±254 m and 123±56 m) age-groups (P<0.05 for all pairwise comparisons). Data demonstrate that absolute weekly training volume in EPL academy soccer players increases throughout the academy pathway. Furthermore, although U16-U18 players are capable of achieving similar training and match volumes as previously reported in adult EPL players, they do not yet achieve the absolute intensities of adult EPL players. [ABSTRACT FROM AUTHOR]

Keywords: futsal; performance; learning process; monitoring and testing; player development; coaching (performance) EN futsal performance learning process monitoring and testing player development coaching (performance) 1 3 3 03/23/22 20220321 NES 220321 Futsal is an indoor team sport that is played worldwide by men and women, boys and girls, in both professional and amateur leagues but also in schools and most of futsal academies as a strategy to improve players' development (Barbero-Alvarez et al., [1]). The inclusion of elite female futsal players in the research studies was an excellent new as a distinctive feature within this Research Topic. Regarding psychological aspects that characterizes and determines performance of futsal players, limited knowledge exists related with this sub-discipline that sustain players' and teams' performance. [Extracted from the article]

This study examines differences in weekly load between the first (FT) and the under 19 team (U19) within a professional football setting. Data were collected in 11 FT and 9 U19 players (2016-2017 season). FT data was divided into weeks with (FT-M1) or without (FT-M0) a mid-week match. Indicators were total distance (TD) and TD at 12-15, 15-20, 20-25 and >25 km‧h-1 and were analysed as external load (m), intensity (m‧min-1) and load monotony (a.u.). TD-based load was higher for U19 compared to FT-M0 (very likely moderate) and FT-M1 (likely large). Differences at higher velocities were substantially less (trivial to possibly small), with TD >25 km‧h-1 being lower than FT-M0 (very likely moderate) and FT-M1 (likely small). All intensity indicators were lower for U19 (likely small to almost certainly large). Load monotony was higher compared to FT-M1 (possibly small to almost certainly very large). Compared to FT-M0, monotony was higher for TD (possibly very large) and TD >25 km‧h‑1 (possibly moderate) but lower for TD 12-15 (possibly small) and 15-20 km‧h‑1 (likely moderate). So, despite higher weekly external loads at low velocity for elite youth players, external intensity and load variation increases when these players may transition to professional football. [ABSTRACT FROM AUTHOR]

The development of young athletes is a complex process characterised by dynamic changes and uncertainty [Abbott, A., Button, C., Pepping, G.-J., & Collins, D. (2005). Unnatural selection: Talent identification and development in sport. Nonlinear Dynamics, Psychology, and Life Sciences, 9(1), 61–88]. Talent development systems are characterised by a high level of uncertainty and unpredictability related to future outcomes [Phillips, E., Davids, K., Renshaw, I., & Portus, M. (2010). Expert performance in sport and the dynamics of talent development. Sports Medicine, 40(4), 271–283]. This complexity means that attempts to identify sporting talent and to predict who will eventually succeed have a low level of success [Johnston, K., Wattie, N., Schorer, J., & Baker, J. (2018). Talent identification in sport: A systematic review. Sports Medicine, 48(1), 97–109]. Research has challenged the trend of advocating formalised and normative systems of talent identification and development [Bailey, R., & Collins, D. (2013). The standard model of talent development and its discontents. Kinesiology Review, 2(4), 248–259], and empirical research has identified different approaches to talent development [Bjørndal, C. T., Andersen, S. S., & Ronglan, L. T. (2017). Successful and unsuccessful transitions to the elite level: The youth national team pathways in Norwegian handball. International Journal of Sports Science & Coaching, 13(4), 533–544]. However, surprisingly few researchers have focused their attention on the identification of effective, operational and concrete strategies for steering athlete developmental processes. This research gap is troubling because of the problematic nature of popular development strategies in modern elite sport systems. The complex and dynamic roles of coaches in steering athlete development have been explored by Bjørndal & Ronglan, using [Jones, R. L., & Wallace, M. (2005). Another bad day at the training ground: Coping with ambiguity in the coaching context. Sport, Education and Society, 10(1), 119–134] conceptualisation of coaching as a form of orchestration. However, the usefulness of this conceptualisation has been criticised because although it reflects the complexity of talent development, it is difficult to use as a foundation for a practical, everyday conceptualisation of the challenges and opportunities associated with talent development. The aim of this paper, therefore, is to deepen and to refine the conceptualisation of coaching within complex athlete development settings. The paper explores [Lindblom, C. E. (1959). The science of "muddling through". Public Administration Review, 19(2), 79–88] seminal idea of incrementalism to operationalise and refine the notion of 'leadership by orchestration' in the context of talent development. Developing a coaching strategy based on incremental leadership should therefore be seen as an attempt to better coordinate, plan and act on the uncertainties associated with talent development. [ABSTRACT FROM AUTHOR]

An Action-Research (AR) design was implemented throughout a competitive season in which Constraint-led and Step-Game approaches were combined. This intervention study investigated the impact of increased performance complexity on emergence of counterattacking synchronisation tendencies in team players (laterally and longitudinally on court) at different set moments. Fifteen youth volleyball team players were studied across three action-research cycles, with performance in one competitive match analysed per cycle. Team synchronisation tendencies were assessed using the cluster phase method, with a 3 (matches) x 2 (set moments) x 2 (court direction) repeated-measures ANOVA statistical procedure to calculate differences in cluster amplitude mean values. Results revealed a reduction in team synchrony levels when tactical complexity of counterattacking play increased (second AR-cycle). Nevertheless, similar levels of team synchrony emerged between the first and third AR-cycles. Results also revealed the final moments of a set as a significant environmental constraint that shaped synchronisation tendencies. Evidence suggested that the (re)achievement of functional synchrony was realised through integration of Constraint-led and Step-Game approaches during practices designed to enhance tactical awareness in players. Finally, an insider action-research design provided relevant contextualised insights on the development of a team's synchronisation tendencies. [ABSTRACT FROM AUTHOR]

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In this paper, we explore the Canadian fitness advocate and coaching legend Lloyd Percival's fabled The Hockey Handbook, and its influence on player development and team strategy in Canada, Sweden and the former Soviet Union. Utilizing the notion of global 'scapes', as developed by Arjun Appaduari, to more fully understand the complexity of the global development of ice hockey, we argue that globalization of the game must be perceived as a multi-faceted interaction at both the global and local levels, i.e. as a critical binary relationship. According to the conventional, evangelistic narrative, Percival's instructional manual was responsible for the rise of ice hockey in Europe and the USSR. Our contrary argument is that the global cultural flow of The Hockey Handbook was a complex combination of factors related to the movement of capital, technologies, people, ideological considerations and mediated images. As such, it brings into question, the presumed status of The Hockey Handbook, as a dominant influence of the global hockey world. Rather, our argument suggests, it is a manufactured 'scape', serving to privilege a Canadian ice hockey system while relegating other 'narratives' and ice hockey systems to that of mere receivers. [ABSTRACT FROM AUTHOR]

In this paper, we describe the development and content of a mental skills training (MST) program and how a strength and conditioning coach/certified mental coach delivered this program within a United States Tennis Association (USTA) Player Development (PD) program. The purpose of the MST program was to create resilient, confident youth tennis competitors. Specific mental strategies (i.e., journaling, routines, breathing, imagery, self-talk) were identified to best meet the objectives of the MST program and were delivered using a three-pronged approach: (a) classroom lessons, (b) strength and conditioning sessions and on-court lessons, and (c) homework assignments. Specific ways that the USTA PD coaches reinforced the use of these strategies during tennis practice are described. Recommendations for coaches to integrate an MST program in highperformance youth sport environments are also provided. [ABSTRACT FROM AUTHOR]

Learning from the career trajectories of the most successful elite players is central to informing effective strategies and long-term career planning to maximise player development and performance. This article examined the junior competition results and the performing age at major career milestones of top-level professional tennis players, utilising this information to forecast a player's career peak ranking. Thirty years of longitudinal data which included 82 top 10 professional players between 2007 and 2017, were analysed. Gender and generational differences were compared. The results revealed that good performances at the highest junior level of competition was shown to be a critical precursor to eventual top-level professional success. It was revealed, however, that top 10 professional tennis players spent nearly 10 years from starting age to reaching an international junior level and another 10 years on average to achieve career peak ranking. Additionally, age at major career milestones was shown to be moderately correlated with a player's career peak ranking, with 61% of the top one players correctly "predicted" to be top one players. The practical implications arising from these findings, specific to informing the career planning, prediction of professional success, monitoring and assessment of emerging tennis players, is discussed. [ABSTRACT FROM AUTHOR]

The purpose of the study was to gain insight into the perceptions, experiences and practices of stakeholders, i.e. players, coaches and parents, involved in players being dispensated to play down a grade due to their small stature at one New Zealand metropolitan rugby union club. The discussion is organized around the perceptions, experiences, and practices of the various stakeholders and provides insight into how the various stakeholders perceive and experience the dispensation process. Bronfenbrenner’s work was used to inform the design of the current study and the subsequent analysis because his ecological systems model of development is a generative and evolving conceptual framework for analysing human development throughout the life course as well as providing opportunities for development to be studied from the perspective of the person and their environment. The findings of this study provide insight for those involved in sports where playing numbers drop off round the teenage years. In addition, the findings contribute to further understanding the role emotions play in sport coaching, the ‘birthdate effect’, and ‘relative age effect’, the importance of developing connection, competence and confidence when focusing on youth development, the weight young people place on playing with friends as motivation to continue to playing sport. [ABSTRACT FROM AUTHOR]

The island of Ireland is quite unique in its dynamic due, in part, to the geographical and political separation between Northern Ireland and the Republic of Ireland. Historically, the Island of Ireland had one governing body for association football. Currently, the Irish Football Association (IFA) governs Northern Ireland while the Football Association of Ireland (FAI) governs the Republic of Ireland in the south. Interestingly, not all sports (e.g., Irish Rugby Football Union) on the Island of Ireland have separate Governing Bodies. This paper provides a brief historical overview of this separation between the FAI and IFA. Following this, we explore the history of coach education in the FAI and an overview of the FAI Player Development Plan. Then, we explore how coach education was, and is currently, structured with particular focus on recent improvements in terms of how coach education courses are delivered and assessed. The final section provides a brief overview of the future of coach education within the FAI. [ABSTRACT FROM AUTHOR]

The aim was to compare the physical characteristics of under-18 academy and schoolboy rugby union competition by position (forwards and backs). Using a microsensor unit, match characteristics were recorded in 66 players. Locomotor characteristics were assessed by maximum sprint speed (MSS) and total, walking, jogging, striding and sprinting distances. The slow component (<2 m · s-1) of PlayerLoadTM (PLslow), which is the accumulated accelerations from the three axes of movement, was analysed as a measure of low-speed activity (e.g., rucking). A linear mixed-model was assessed with magnitude-based inferences. Academy forwards and backs almost certainly and very likely covered greater total distance than school forwards and backs. Academy players from both positions were also very likely to cover greater jogging distances. Academy backs were very likely to accumulate greater PLslow and the academy forwards a likely greater sprinting distance than school players in their respective positions. The MSS, total, walking and sprinting distances were greater in backs (likely-almost certainly), while forwards accumulated greater PLslow (almost certainly) and jogging distance (very likely). The results suggest that academy-standard rugby better prepares players to progress to senior competition compared to schoolboy rugby. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore: (a) sociocultural features of a first team environment perceived to influence a player's progression, (b) the ways in which young players should manage these features and (c) how coaches operate to assist young players during specific phases in the youth-to-senior transition. Semi-structured interviews with eight elite development coaches in English Premier League football clubs generated two higher order categories: fitting in with standards of first team environment (e.g. handling social dynamics in the first team group) and facilitating shared perception of transition across key stakeholders (e.g. communicating with first team staff). Together, these findings indicate the need for young players to navigate between conforming, adapting to and breaking with specific features of the first team environment to successfully progress in the youth-to-senior transition to professional football. [ABSTRACT FROM AUTHOR]