Unlocking Team Dynamics: Exploring the Influence of Group Regulation on Technical Development in Small-Sided Soccer Games
<h3>Purpose</h3><p dir="ltr">Discussions held by players during the halftime of a soccer match are widely recognized as influential factors in boosting their involvement and physical activity of soccer players. This study aimed to investigate the impact of learning small-...
محفوظ في:
| المؤلف الرئيسي: | |
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| مؤلفون آخرون: | , , , , , , , , , , |
| منشور في: |
2024
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| الموضوعات: | |
| الوسوم: |
إضافة وسم
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| الملخص: | <h3>Purpose</h3><p dir="ltr">Discussions held by players during the halftime of a soccer match are widely recognized as influential factors in boosting their involvement and physical activity of soccer players. This study aimed to investigate the impact of learning small-sided games (SSG) through player discussions on decision-making, as well as the technical and tactical skills of young soccer players.</p><h3>Methods</h3><p dir="ltr">Forty-two U-15 male amateur soccer players were randomly assigned to 6 groups and participated in a study comprising 4 sessions of small-sided games (SSG). Each session consisted of two sets of 15 min each. The SSG sessions were conducted with and without the inclusion of self-regulation of learning. Technical actions (i.e., balls won, balls received, balls lost, shots, and goals) were measured during each set of sessions using a digital camera recorder.</p><h3>Results</h3><p dir="ltr">The results showed no significant differences in the main effects of the time, group, session, and group × session × time interactions for most technical actions. However, there was a significant main effect of group observed for shoot action (P = 0.021;ηp2 = 0.102), with a higher number of shoot actions in the co-regulation of learning group than in the self-regulation of learning group.</p><h3>Conclusion</h3><p dir="ltr">The self-regulation approach employed by players alone did not lead to significant improvements in technical performance during SSG. Further research is needed to explore additional factors and/or interventions that could potentially enhance the effectiveness of learning through discussions in SSG.</p><h2>Other Information</h2><p dir="ltr">Published in: Journal of Science in Sport and Exercise<br>License: <a href="https://creativecommons.org/licenses/by/4.0" target="_blank">https://creativecommons.org/licenses/by/4.0</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1007/s42978-024-00279-8" target="_blank">https://dx.doi.org/10.1007/s42978-024-00279-8</a></p> |
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