Abstract
The aim of this study was to evaluate the effect of 11 additional soccer training sessions among youth soccer players according to their performance in a skill course. A total of 90 participants, aged 9 to 12, were randomly assigned to either an intervention group (IG) (n = 54) or a control group (CG) (n = 36) and have validated data. The trainings focused upon enhancing ball mastery and decision-making and included a combination of one vs. one situations and small-sided games (SSGs). Pre- and post-tests measured passing and dribbling skills through a skill course. The best time with additional time penalties for each dribbling and passing error was used for further analysis. An independent t-test revealed no significant differences in improvement between the two groups. However, paired t-tests revealed significant improvements for both the IG and the CG from pre- to post-test (7.9 and 3.9 s, respectively). Furthermore, no significant differences in the development of track time, cone touches, or passing errors between the groups were detected. These findings suggest that soccer players aged 9 to 12 improve their performance in a skill course through increased familiarity with the course and natural development of technical skills based on participation in soccer training and recreational soccer play. We argue that the lack of significant differences between the groups' performances can be attributed to the short duration and few sessions of the intervention, and a somehow low similarity between the skill course and the activities in the sessions.
Published Version
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