Efficacy of using non-linear pedagogy to support attacking players' individual learning objectives in elite-youth football. A randomised cross-over trial.

Autor/inn/en	Roberts, Simon J.; Rudd, James R.; Reeves, Matthew J.; Morgan, Philip J.
Titel	Efficacy of using non-linear pedagogy to support attacking players' individual learning objectives in elite-youth football. A randomised cross-over trial. Gefälligkeitsübersetzung: Effizienz der Nutzung nichtlinearer Pädagogik bei der Unterstützung der individuellen Entwicklung von Angreifern im Jugendfußball. Eine randomisierte Querschnittsstudie.
Quelle	In: Journal of sports sciences, 38 (2020) 11-12, S. 1454-1464 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0264-0414; 1466-447X
DOI	10.1080/02640414.2019.1609894
Schlagwörter	Pädagogik; Empirische Untersuchung; Forschung; Motorische Entwicklung; Körperliche Entwicklung; Begabung; Fußball; Leistungssport; Mannschaftsspiel; Mannschaftssport; Sportpädagogik; Sportspiel; Analyse; Auswahl; Effizienz; Entwicklung; Talentsuche
Abstract	The present study examined the efficacy of a coaching curriculum, based on non-linear pedagogy, on improving attacking players' individual learning objectives (ILOs) in elite-youth football. Participants included 22 attacking players (i.e., centre-forwards, wide-players and attacking midfield players) from a professional football academy in England. The players were randomly appointed to both control (CON) and intervention (INT) periods following baseline measures. The INT (non-linear) and CON (linear) periods were both designed to support the ILOs provided to each player as part of the elite player performance plan. The study adopted a randomised cross-over design and ILOs considered important for attacking players (i.e., strong foot finishing, weak foot finishing, 1-v-1 and decision-making) were evaluated using the Loughborough Shooting Skill Test. The results showed significant differences for INT in 1-v-1 (P( 0.02) and decision-making (P( 0.01). However, there were no significant differences for strong foot finishing, weak foot finishing or time taken. These results support non-linear pedagogy in developing 1-v-1 game play and decision-making but not for technical shooting proficiency.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/3