Early engagement. Early specialisation in football but play is important - 9.2 - research Flashcards
Ford et al. (2010)
We examined the practice activities and instructional behaviours employed by 25 youth soccer coaches during 70 different practice sessions. We evaluated the extent to which these activities and behaviours differ from those shown in contemporary research to best facilitate skill acquisition. Nine coaches worked with the under-9 years age group and eight coaches each with the under-13 and under-16 years age groups; nine of those coaches were employed at the elite level, nine at the sub-elite level, and seven at the non-elite level. Coaches had players spend more time in activities that were deemed less relevant to
soccer match performance, termed ‘‘training form’’ (e.g. physical training, technique and skills practices), than activities deemed more relevant, termed ‘‘playing form’’ (e.g. small-sided/conditioned games and phase of play activities). Coaches provided high levels of instruction, feedback, and management, irrespective of the activity in which players engaged. Few differences in practice activities and instructional behaviours were reported across skill and age groups, implying the absence of any notable age- or skill-related progression. Findings are discussed with reference to recent research in the areas of skill acquisition, motor learning, and expert performance.
Roca et al. (2012)
We examined whether soccer players with varying levels of perceptual-cognitive expertise can be differentiated based on their engagement in various types and amounts of activity during their development. A total of 64 participants interacted with lifesize video clips of 11 versus 11 dynamic situations in soccer, viewed from the first-person perspective of a central defender. They were required to anticipate the actions of their opponents and to make appropriate decisions as to how best to respond.
Response accuracy scores were used to categorise elite players (n ¼ 48) as high- (n ¼ 16) and low-performing (n ¼ 16) participants. A group of recreational players (n ¼ 16) who had lower response accuracy scores compared to the elite groups acted as controls. The participation history profiles of players were recorded using retrospective recall questionnaires. The average hours accumulated per year during childhood in soccer-specific play activity was the strongest predictor of perceptual-cognitive expertise. Soccer-specific practice activity during adolescence was also a predictor, albeit its impact was relatively modest. No differences were reported across groups for number of other sports engaged in during development, or for some of the key milestones achieved. A number of implications for talent development are discussed.
Ford et al. (2012)
The developmental activities of 328 elite soccer players aged under-16 years from Brazil, England, France, Ghana,
Mexico, Portugal and Sweden were examined using retrospective recall in a cross-sectional research design. The activities were compared to the early diversification, early specialisation, and early engagement pathways. Players started their involvement in soccer at approximately 5 years of age. During childhood, they engaged in soccer practice for a mean value
of 185.7, s ¼ 124.0 h year71, in soccer play for 186.0, s ¼ 125.3 h year71, and in soccer competition for 37.1, s ¼ 28.9
h year71. A mean value of 2.3, s ¼ 1.6 sports additional to soccer were engaged in by 229 players during childhood.
Players started their participation in an elite training academy at 11 to 12 years of age. During adolescence, they engaged in soccer practice for a mean value of 411.9, s ¼ 184.3 h year71, in soccer play for 159.7, s ¼ 195.0 h year71
, and in soccer competition for 66.9, s ¼ 48.8 h year71. A mean value of 2.5, s ¼ 1.8 sports other than soccer were engaged in by 132 players during this period. There were some relatively minor differences between countries, but generally the developmental activities of the players followed a mixture of the early engagement and specialisation pathways, rather than early diversification.
Ford and Williams (2012)
Objectives: We examined differences in the development pathways of elite youth soccer players in England who progressed to professional status in adulthood compared to those who did not.
Design: Comparative research design.
Method: Participants were elite youth soccer players (n ¼ 32, 15 years of age). They completed the Participation History Questionnaire (PHQ; Ford, Low, McRobert, & Williams, 2010) under supervision.
Results: The participation history profiles of professional players followed the early engagement pathway in which they engaged in significantly more soccer play and practice compared to elite youth players who did not become professional, supporting previous work (e.g., Ford, Ward, Hodges, & Williams, 2009). The two groups of players engaged in four other sports, suggesting greater diversification than previously reported for soccer players, but less than that found in studies of team sport athletes in Australia and North America.
Conclusions: Professional soccer players in England follow an early engagement pathway during childhood and early adolescence.
Haugaasen and Jordet (2012)
reaching expertise in football is difficult
research has lacked information about how the different aspects interact
important of football-specific practice in early development phases
football-specific differences need to be applied to the DMSP to make the debate valid
