Sørensen Arne, Dalen Terje, Lagestad Pål
The Faculty of Teacher Education and Arts, Nord University, Høyskolevegen 27, 7600 Levanger, Norway.
Sports (Basel). 2024 Dec 13;12(12):345. doi: 10.3390/sports12120345.
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.
本研究的目的是根据青少年足球运动员在一项技能课程中的表现，评估额外11次足球训练课程的效果。共有90名年龄在9至12岁的参与者被随机分配到干预组（IG）（n = 54）或对照组（CG）（n = 36），且拥有有效数据。训练重点在于提高控球能力和决策能力，包括一对一情境和小型比赛（SSG）的组合。通过技能课程对前后测的传球和运球技能进行测量。每次运球和传球失误的最佳时间加上额外的时间罚分用于进一步分析。独立t检验显示两组之间的进步没有显著差异。然而，配对t检验显示IG组和CG组从测试前到测试后均有显著进步（分别为7.9秒和3.9秒）。此外，未检测到两组之间在轨迹时间、触锥次数或传球失误发展方面的显著差异。这些发现表明，9至12岁的足球运动员通过增加对课程的熟悉度以及基于参与足球训练和休闲足球比赛的技术技能自然发展，提高了他们在技能课程中的表现。我们认为，两组表现缺乏显著差异可归因于干预时间短和课程次数少，以及技能课程与课程中的活动之间相似度较低。
