Abstract
Across sports and movement science, training periodization has been recognized as key for athlete development and performance. While periodization with regard to physiology has a proven history, the structuring and periodization of motor learning and skill development is seemingly less researched and practiced. Despite the existence of numerous theoretical accounts underpinning skill acquisition training and more recently emerging periodization models, a cohesive framework to practically support coaches in the context of “specialist coaching” appears to be needed. The use of “specialist coaches” for individualized, one-on-one or small group trainings displays a growing trend in team ball sports. Despite limiting the replication of game-representative environments (i.e., by constraining the number of involved athletes in training), “specialist coaches” in performance sport constantly aim to achieve marginal gains and refinements in athlete development. In order to support these “specialist coaches” and fill a research gap on skill training periodization, the current paper seeks to review and transfer contemporary skill acquisition training theory (driven by the constraints-led approach) into a practically-applicable “Periodization of Skill Training” framework (“PoST” framework). This framework provides valuable conceptual and practical support for “specialist coaches” in performance sport; which will in turn, enhance, and refine adaptive movement variability for sport skills and manipulate skill training environments (i.e., over the course of macro- and micro-cycles, and for the planning of single training sessions). Practical examples from soccer goalkeeping (i.e., a “specialist coaching” context, often constrained to a small number of players in the training environment) will underline the proposed framework.
Highlights
Across team sports, it is commonly recognized that organized training activities enhance athlete development and better prepare performers for the dynamic demands of competition environments (Hodges and Franks, 2002; Côté et al, 2007)
In order to attempt to connect and apply academic knowledge to the “real coaching world,” part one will briefly review the constraints-led approach (CLA) as a perspective on skill training; and part two introduces the role of the coach in managing the training environment by specifying three theory-driven challenges for practitioners
“Complex training” stage Transitioning from the first sub-stage, the “Complex Training” stage aims at confronting performers with multiple movements via further increase of information complexity
Summary
It is commonly recognized that organized training activities (led by coaches) enhance athlete development and better prepare performers for the dynamic demands of competition environments (Hodges and Franks, 2002; Côté et al, 2007). In a recent study by Otte et al (2019) using qualitative interviews, professional soccer GK coaches indicated each training session to typically follow a linear structure, where soccer-representative “complex activities” only account for around 30% of the total session time (as compared to 50– 70% focusing on isolated technical work) This finding would further support the claim by Renshaw et al (2010) that coaches need to individualize and systematically plan their skill training programmes for athletes, and to maintain a learning environment that replicates dynamic performance situations
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
