An analysis of practice activities and instructional behaviours used by youth soccer coaches during practice: exploring the link between science and application
Abstract
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.
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GBAs consider a variety of playing forms including small-sided games and conditioned games.
“GBAs consider a variety of playing forms (Pill, 2012, 2016); these forms include: “small-sided games” (i.e., “match-play with reduced number of players and two goals”; Ford et al., 2010, p. 487); and “conditioned games” (i.e., “small-sided games, but with variations to rules, goals or areas of play”; p. 487).”
From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Ford et al., 2010
Representative training designs facilitate training that holistically integrates motor processes with perceptual-cognitive components.
“(2) facilitating training that holistically integrates motor processes (e.g., specific techniques) with perceptual-cognitive components (e.g., decision-making and tactical awareness; Ford et al., 2010; Broadbent et al., 2015; Farrow and Robertson, 2017);”
From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Ford et al., 2010
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- Authors
- Ford, P. R., Yates, I., & Williams, A. M.
- Affiliations
- Liverpool John Moores University (GB)
- English Institute of Sport (GB)
- The University of Sydney (AU)
- Corresponding author
- Ford, Paul R.
- Venue
- Journal of Sports Sciences
- Publisher
- Informa UK Limited
- Published
- 2010-03
- Volume
- 28
- Issue
- 5
- Pages
- 483-495
- ISSN
- 0264-0414 (ISSN-L)
- 1466-447X
- OpenAlex
- W2110157298
- Cited by
- 322
- References
- 43
- Citations by year
- 2026: 22 · 2025: 28 · 2024: 22 · 2023: 20 · 2022: 21 · 2021: 26 · 2020: 36 · 2019: 27 · 2018: 17 · 2017: 18 · 2016: 20 · 2015: 12 · 2014: 18 · 2013: 11 · 2012: 11
- FWCI
- 20.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Sports Sciences (publishedVersion)
- PubMed (publishedVersion)
- University of Brighton Repository (University of Brighton) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Sports and Physical Education Research
- Health Sciences › Medicine › Orthopedics and Sports Medicine › Sports Performance and Training
- Keywords
- youth soccer coaching, skill acquisition, motor learning, expert performance, training forms, small-sided games, feedback, age differences
- MeSH terms
- Adolescent, Adult, Age Factors, Analysis of Variance, Child, Competitive Behavior, England, Humans, Learning, Pilot Projects, Professional Competence, Soccer, Sports Medicine, Task Performance and Analysis, Teaching, Time Factors, Video Recording, Reproducibility of Results, Feedback, Psychological, Evidence-Based Practice
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