Gonzalez-Artetxe Asier, Folgado Hugo, Pino-Ortega José, Rico-González Markel, Arcos Asier Los
Department of Physical Education and Sport, Faculty of Education and Sport, University of the Basque Country, UPV/EHU, Vitoria-Gasteiz, Basque Country, Spain.
Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal.
Biol Sport. 2023 Oct;40(4):1069-1078. doi: 10.5114/biolsport.2023.124845. Epub 2023 Mar 6.
This study assessed the effects of playing freely and introducing artificial rules on individual tactical behaviour during the team-possession game phase in two youth soccer categories. Thirty-two developmental players from U-14 and U-16 teams participated in the study, which consisted of four identical training sessions and two test sessions performed before and after the intervention. Each team was divided into two balanced groups, free-play and conditioned, that faced each other during three eight-a-side games (Gk + 7 vs 7 + Gk) in all training sessions. The free-play groups played freely, while the conditioned ones did so constrained by artificial rules. Individual tactical behaviour was assessed during a non-constrained eight-a-side match by the distance to centroid, spatial exploration index, their entropy measures, and the regularity of each player's displacement on the length and width of the pitch using a local positioning system. In addition to the average outcomes of all the players all together, the one-by-one analysis considered the mean values of each player to appraise individual responses. While the average outcomes of all the players in both groups and categories barely changed (Cohen's d ≤ small), with a very high inter-player variability, the one-by-one analysis revealed that the training intervention affected each player's tactical behaviour differently. Introducing artificial rules decreased and raised considerably (Cohen's d ≥ moderate) in-width and exploratory regularities of most U-14 and U-16 players, respectively. Therefore, assessing the training effects of game-based interventions from the individual to the whole team may provide unique and meaningful insight regarding the tactical competence of each player.
本研究评估了在两个青少年足球组别中，自由比赛和引入人为规则对团队控球比赛阶段个人战术行为的影响。来自U-14和U-16球队的32名发育阶段球员参与了该研究，研究包括四次相同的训练课程以及在干预前后进行的两次测试课程。在所有训练课程中，每个球队被分成两个平衡的小组，即自由比赛组和受限组，在三场八人制比赛（守门员+7对7+守门员）中相互对抗。自由比赛组自由比赛，而受限组则受人为规则的约束。在一场无限制的八人制比赛中，使用局部定位系统通过到质心的距离、空间探索指数、其熵测度以及每个球员在球场长度和宽度上位移的规律性来评估个人战术行为。除了所有球员的平均结果外，逐个分析考虑了每个球员的平均值以评估个人反应。虽然两个组和类别的所有球员的平均结果几乎没有变化（科恩d值≤小效应量），球员间差异非常大，但逐个分析表明，训练干预对每个球员的战术行为影响不同。引入人为规则分别使大多数U-14和U-16球员的宽度和探索规律性显著降低和提高（科恩d值≥中等效应量）。因此，从个人到整个团队评估基于比赛的干预措施的训练效果，可能会为每个球员的战术能力提供独特而有意义的见解。
