Changing Rules and Configurations During Soccer Small-Sided and Conditioned Games. How Does It Impact Teams’ Tactical Behavior?

João Cláudio Machado,Daniel Barreira,Chellsea Alcântara,José Guilherme,João Ribeiro,Carlos Ewerton Palheta,Júlio Garganta,Alcides José Scaglia

doi:10.3389/fpsyg.2019.01554

Abstract

The present study aimed to investigate how team’s tactical behavior varies within and between age categories in different Small-Sided and Conditioned Games’ configurations and conditions. Twenty non-elite youth male soccer players (U15, n = 10, mean age = 13.5 ± 1.2 years; U17, n = 10, mean age = 16.3 ± 0.5 years) were selected. Thirty-six Small-Sided and Conditioned Games (SSCG) were played in both categories, namely three Representative SSCG (R-SSCG), three Maintaining Ball Possession Games (MBPG) and three Progression to Target Games (PTG) performed for each configuration (Gk+3vs3+Gk and Gk+4vs4+Gk). Teams’ tactical behavior was analyzed based on simple and composite performance indicators, as well as through Lag Sequential Analysis. Rules manipulation and SSCG configurations influenced teams’ tactical behavior on both categories, but in different ways. Teams composed by younger players presented greater difficulties in MBPG played in smaller games configuration, while Gk+4vs4+Gk configuration can be used to enhance teams’ tactical performance of younger players in R-SSCG and MBPG conditions. Moreover, increasing rules manipulations appeared to negatively impact on teams’ exploratory behavior. Therefore, practitioners should carefully manipulate key constraints to adapt task demands to players’ age category and training session’s goals in order to enhance tactical performance.

Highlights

During their developmental process, players are continually involved in different practice contexts that strongly influence their perceptual-cognitive skills, skill acquisition, among others (Fonseca and Garganta, 2006; Ford et al, 2009, 2012; Roca et al, 2012)
In R-Small-Sided and Conditioned Games (SSCG), U17 teams showed a greater rhythm of ball intervention, while U15 teams presented higher individual contribution in ball
We found that U17 players presented a higher individual contribution to ball circulation in Representative SSCG (R-SSCG) played at Gk+3vs3+Gk configuration

Summary

Introduction

Players are continually involved in different practice contexts that strongly influence their perceptual-cognitive skills, skill acquisition, among others (Fonseca and Garganta, 2006; Ford et al, 2009, 2012; Roca et al, 2012). The limitations underlying the application of traditional pedagogical methods have lead researchers to propose representative learning environments (player-centered and game-based approaches) that ensure suitable practical contexts for effective learning and acquisition of skills in team sports and/or physical education (Pinder et al, 2011; Chow, 2013; Davids et al, 2013; Scaglia et al, 2013; Galatti et al, 2014) In this way, the ecological dynamics recognizes the nonlinearity nature of learning, highlighting the key role of constraints manipulations in shaping the performance of players/students and teams in competitive environments (Chow, 2013; Chow et al, 2016). Nonlinear Pedagogy (NLP) encompasses a powerful paradigm for understanding human movement and for designing effective teaching, coaching and training programs in sport (Chow et al, 2013, 2016; Chow and Atencio, 2014; Serra-Olivares et al, 2016)

Objectives

Methods

Results

Discussion

Conclusion