The Current Landscape and Contribution of Isolated Practice in European Professional and Academy Football:
A Thematic Analysis of Professional Coaches and Player Interviews
Keywords:
Football, Isolated practice, Professional sportAbstract
Isolated practices (IP) are defined as isolating the skill and practice in a ‘drill’ format in which players progress from basic to complex motor skill patterns, focusing on learning the ‘correct’ technique (Pill, 2013). Coach education and academic research suggests that IP has no long-lasting effects for athletes (McLean et al., 2019), but it is still part of the practice design in a lot of successful European Academies (Bate, 2020). To better understand the use of IP in player development in European professional football settings twenty existing and openly available interviews of professional coach were analysed using the six thematic steps of Braun and Clarke (2006). Two key themes emerged from the data; ball mastery and 1v1 and 2v2. A sub-theme of ball mastery was coaches' defence of IP. Ball mastery sessions (practicing a specific set of skills) are used in professional football academy sessions and the idea of ball mastery was found to act as a philosophy for development in the coaches. This activity was used to prepare players for 1v1 and 2v2 situations. It is proposed that isolated football practice activities are termed ball mastery sessions and that further work is needed to understand the practical progression from these sessions to 1v1 and 2v2 practice.
References
Australian Football Association. (2013). The National Football Curriculum. https://www.footballaustralia.com.au/sites/ffa/files/2017-09/FFA%20National%20Curriculum_1ma6qrmro1pyq10gzxo5rcn7ld.pdf
Baker, J., & Young, B. (2014). 20 years later: deliberate practice and the development of expertise in sport. International Review of Sport and Exercise Psychology, 7(1), 135-157. https://doi.org/10.1080/1750984X.2014.896024
Bartlett, B. (2019). How to use constraints in your coaching session. The Football Association.
Bate, A. (2020). Jadon Sancho, Cristiano Ronaldo and individual coaching: Why one-on-one training is on the rise. Sky Sports. Retrieved 25/08 from https://www.skysports.com/football/news/11096/11971170/jadon-sancho-cristiano-ronaldo-and-individual-coaching-why-one-on-one-training-is-on-the-rise
Bayissa, A. (2021). Soccer Coaching. D&M ACADEMIA. https://books.google.co.uk/books?id=48ZAEAAAQBAJ
Beek, P. J., Jacobs, D., Daffertshofer, A., & Huys, R. (2003). Expert performance in sport: Views from the joint perspectives of ecological psychology and dynamical systems theory. In Expert performance in sports: Advances in research on sport expertise (pp. 321-344). Human Kinetics.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Brown, G. P., P. (2009). ‘You’ve not made the grade, son’: de‐selection and identity disruption in elite level youth football. Soccer & Society, 10(2), 143-159.
Byrne, D. (2021). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity. https://doi.org/10.1007/s11135-021-01182-y
Castañer, M. B., D; Camerino, O; Anguera, M.T; Fernandes, T; Hileno, R. (2017). Mastery in Goal Scoring, T-Pattern Detection, and Polar Coordinate Analysis of Motor Skills Used by Lionel Messi and Cristiano Ronaldo. Retrieved 01,04 from https://doi.org/10.3389/fpsyg.2017.00741
Clark, M. E., McEwan, K., & Christie, C. J. (2019). The effectiveness of constraints-led training on skill development in interceptive sports: A systematic review. International Journal of Sports Science & Coaching, 14(2), 229-240.
Clemente, F. M., Ramirez-Campillo, R., Sarmento, H., Praça, G. M., Afonso, J., Silva, A. F., Rosemann, T., & Knechtle, B. (2021). Effects of Small-Sided Game Interventions on the Technical Execution and Tactical Behaviors of Young and Youth Team Sports Players: A Systematic Review and Meta-Analysis [Systematic Review]. Frontiers in Psychology, 12(1501). https://doi.org/10.3389/fpsyg.2021.667041
Clemente, F. M., Wong, D. P., Martins, F. M. L., & Mendes, R. (2015). Differences in U14 football players’ performance between different small-sided conditioned games.[Diferencias en el rendimiento de los jugadores de fútbol sub14 entre los diferentes variantes y condiciones en juegos con espacios reducidos]. RICYDE. Revista Internacional de Ciencias del Deporte. doi: 10.5232/ricyde, 11(42), 376-386.
Cushion, C., Ford, P. R., & Williams, A. M. (2012). Coach behaviours and practice structures in youth soccer: Implications for talent development. Journal of Sports Sciences, 30(15), 1631-1641. https://doi.org/10.1080/02640414.2012.721930
Davids, K., Araújo, D., Correia, V., & Vilar, L. (2013). How Small-Sided and Conditioned Games Enhance Acquisition of Movement and Decision-Making Skills. Exercise and sport sciences reviews, 41(3), 154-161. https://doi.org/10.1097/JES.0b013e318292f3ec
Davids, K., Araújo, D., Hristovski, R., Passos, P., & Chow, J. Y. (2012). Ecological dynamics and motor learning design in sport. Skill acquisition in sport: Research, theory and practice, 112-130.
Davids, K., Araújo, D., Vilar, L., Renshaw, I., & Pinder, R. (2013). An ecological dynamics approach to skill acquisition: Implications for development of talent in sport. Talent Development and Excellence, 5(1), 21-34.
Davids, K., Williams, A. M., Button, C., & Court, M. (2001). An integrative modeling approach to the study of intentional movement behavior. In Handbook of sport psychology (pp. 144-173). Wiley.
DFB. (2020). Mit Spass und Spannung Das Dribbling Verbessern. DFB. Retrieved 31/08 from https://www.dfb.de/trainer/bambinie/artikel/mit-spass-und-spannung-das-dribbling-verbessern-3171/
DFB. (2022). Entwicklung von Trainer Innen und Expert Innen. DFB. Retrieved 31/08 from https://www.dfb-akademie.de/entwicklung-von-trainerinnen-und-expertinnen/-/id-11009543
Ericsson, K. A., Krampe, R., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.
Ford, P. R., Ward, P., Hodges, N. J., & Williams, A. M. (2009). The role of deliberate practice and play in career progression in sport: the early engagement hypothesis. High Ability Studies, 20(1), 65-75. https://doi.org/10.1080/13598130902860721
Ford, P. R., Yates, I., & Williams, A. M. (2010). An analysis of practice activities and instructional behaviours used by youth soccer coaches during practice: Exploring the link between science and application. Journal of Sports Sciences, 28(5), 483-495.
Guest, G., MacQueen, K. M., & Namey, E. E. (2011). Applied thematic analysis. sage publications.
Handford, C., Davids, K., Bennett, S., & Button, C. (1997). Skill acquisition in sport: Some applications of an evolving practice ecology. Journal of Sports Sciences, 15(6), 621-640. https://doi.org/10.1080/026404197367056
Hariadi, N., & Jaelani, A. H. (2020). Contribution of Training Variations to Improving Basic Skills in Playing Futsal. 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019),
Henkel, S. A. (1997). Monitoring Competition for Success. Journal of Physical Education, Recreation & Dance, 68(2), 21-28. https://doi.org/10.1080/07303084.1997.10604890
Hornig, M., Aust, F., & Güllich, A. (2016). Practice and play in the development of German top-level professional football players. European journal of sport science, 16(1), 96-105. https://doi.org/10.1080/17461391.2014.982204
Kermarrec, G. (2015). Enhancing tactical skills in soccer: Advances from the Naturalistic Decision Making approach. Procedia Manufacturing, 3, 1148-1156.
Krause, L., Farrow, D., Pinder, R., Buszard, T., Kovalchik, S., & Reid, M. (2019). Enhancing skill transfer in tennis using representative learning design. Journal of Sports Sciences, 37(22), 2560-2568. https://doi.org/10.1080/02640414.2019.1647739
Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4 ed.). Sage publications.
Masters, R. S. (1992). Knowledge, knerves and know‐how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British journal of psychology, 83(3), 343-358.
McLean, S., Read, G. J. M., Hulme, A., Dodd, K., Gorman, A. D., Solomon, C., & Salmon, P. M. (2019). Beyond the Tip of the Iceberg: Using Systems Archetypes to Understand Common and Recurring Issues in Sports Coaching [Review]. Frontiers in Sports and Active Living, 1(49). https://doi.org/10.3389/fspor.2019.00049
Merten, K. (1981). Inhaltsanalyse als Instrument der Sozialforschung. Analyse & Kritik, 3(1), 48-63.
Mills, A., Butt, J., Maynard, I., & Harwood, C. (2012). Identifying factors perceived to influence the development of elite youth football academy players. Journal of Sports Sciences, 30(15), 1593-1604. https://doi.org/10.1080/02640414.2012.710753
Murray, A. (2019). Inside Ajax: how to become the world’s greatest talent factory. FourFourTwo. Retrieved 13/8 from https://www.fourfourtwo.com/features/inside-ajax-how-become-worlds-greatest-talent-factory
MyPersonalFootballCoach. (2020). Club/Team Partnership. Retrieved 9/8 from https://mypersonalfootballcoach.com/soccer-clubs-online-training/
O'Donoghue, P. (2010). Research Methods for Sports Performance Analysis. Routledge.
O’Sullivan, M. (2016). The role of Representative Learning Design in creating a Learning Space. Footblogball. Retrieved 6/9 from https://footblogball.wordpress.com/2016/03/30/the-role-of-representative-learning-design-in-creating-a-learning-space/
O’Sullivan, M., Vaughan, J., Rumbold, J. L., & Davids, K. (2021). The Learning in Development Research Framework for sports organizations. Sport, Education and Society, 1-15. https://doi.org/10.1080/13573322.2021.1966618
Otte, F. W., Millar, S.-K., & Klatt, S. (2020). How does the modern football goalkeeper train?–An exploration of expert goalkeeper coaches’ skill training approaches. Journal of Sports Sciences, 38(11-12), 1465-1473.
Partington, M., & Cushion, C. (2013). An investigation of the practice activities and coaching behaviors of professional top‐level youth soccer coaches. Scandinavian Journal of Medicine & Science in Sports, 23(3), 374-382.
Partington, M., Cushion, C., & Harvey, S. (2014). An investigation of the effect of athletes’ age on the coaching behaviours of professional top-level youth soccer coaches. Journal of Sports Sciences, 32(5), 403-414. https://doi.org/10.1080/02640414.2013.835063
Patterson, J. T., & Lee, T. D. (2008). Organizing practice: the interaction of repetition and cognitive effort for skilled performance. In D. Farrow, J. Baker, & C. MacMahon (Eds.), Developing Sport Expertise: Researchers and Coaches Put Theory Into Practice. (pp. 119–134). Routledge.
Pill, S. (2013). Play with Purpose: Game Sense to Sport Literacy (Revised 3rd Edition). In 3rd (Ed.), Australian Council for Health, Physical Education and Recreation (ACHPER). Hindmarsh, SA.
Pinder, R. A., Davids, K., Renshaw, I., & Araújo, D. (2011). Representative learning design and functionality of research and practice in sport. Journal of Sport and Exercise Psychology, 33(1), 146-155.
Prayogi, R., & Rian Andri, P. (2020). Learning Model Of Dribbling Futsal Ball Game Based For Junior High School Students. Learning Model Of Dribbling Futsal Ball Game Based For Junior High School Students, 4(2).
Renshaw, I., Araújo, D., Button, C., Chow, J. Y., Davids, K., & Moy, B. (2016). Why the constraints-led approach is not teaching games for understanding: A clarification. Physical Education and Sport Pedagogy, 21(5), 459-480.
Renshaw, I., & Chow, J. Y. (2019). A constraint-led approach to sport and physical education pedagogy. Physical Education and Sport Pedagogy, 24(2), 103-116. https://doi.org/10.1080/17408989.2018.1552676
Renshaw, I., Chow, J., Davids, K. & Hammond, J. (2010). A constraints-led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis? Physical Education and Sport Pedagogy, 16.
Renshaw, I., Davids, K., Newcombe, D., & Roberts, W. (2019). The Constraints-Led Approach: Principles for Sports Coaching and Practice Design (1st ed.). Routledge. https://doi.org/https://doi.org/10.4324/9781315102351
Setiawan, I., Hidayatullah, M. F., & Doewes, M. (2019). Anthropometry Factors and Physical Dominan Conditions in Futsal Playing Capabilities. International Journal of Multicultural and Multireligious Understanding, 6(1), 395-399.
Silva, P., Garganta, J., Araújo, D., Davids, K., & Aguiar, P. (2013). Shared Knowledge or Shared Affordances? Insights from an Ecological Dynamics Approach to Team Coordination in Sports. Sports Medicine, 43(9), 765-772. https://doi.org/10.1007/s40279-013-0070-9
Smith, W. (2016). Fundamental movement skills and fundamental games skills are complementary pairs and should be taught in complementary ways at all stages of skill development. Sport, Education and Society, 21(3), 431-442. https://doi.org/10.1080/13573322.2014.927757
Stahl, R. (2000). Session with French National Team (1998 World Cup Champions) Coach Aime Jacquet, Jurgen Klinsmann of the German National Team, and Alfred Galustian, International Director of Coerver Coaching. In.
Strachan, G. (2015). GORDON STRACHAN – The Big Interview [Interview]. Graham Hunter. www.youtube.com/watch?v=SZBlOj6K3Tc
Sweeney, L., Horan, D., & MacNamara, Á. (2021). Premature Professionalisation or Early Engagement? Examining Practise in Football Player Pathways [Perspective]. Frontiers in Sports and Active Living, 3(158). https://doi.org/10.3389/fspor.2021.660167
The Boot Room. (2020). Putting receiving skills under the microscope. The Boot Room. Retrieved 5/9 from https://thebootroom.thefa.com/resources/coaching/putting-receiving-skills-under-the-microscope
The Premier League. (2011). Elite Player Performance Plan. P. League. https://www.goalreports.com/EPLPlan.pdf
Travassos, B., Duarte, R., Vilar, L., Davids, K., & Araújo, D. (2012a). Practice task design in team sports: representativeness enhanced by increasing opportunities for action. J Sports Sci, 30(13), 1447-1454. https://doi.org/10.1080/02640414.2012.712716
Travassos, B., Duarte, R., Vilar, L., Davids, K., & Araújo, D. (2012b). Practice task design in team sports: Representativeness enhanced by increasing opportunities for action. Journal of Sports Sciences, 30(13), 1447-1454. https://doi.org/10.1080/02640414.2012.712716
Tuckett, A. G. (2005). Applying thematic analysis theory to practice: A researcher’s experience. Contemporary nurse, 19(1-2), 75-87.
Uehara, L., Button, C., Araújo, D., Renshaw, I., & Davids, K. (2018). The role of informal, unstructured practice in developing football expertise: the case of Brazilian Pelada. Journal of Expertise, 1(3), 162-180.
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study [https://doi.org/10.1111/nhs.12048]. Nursing & Health Sciences, 15(3), 398-405. https://doi.org/https://doi.org/10.1111/nhs.12048
Vilar, L., Araujo, D., Davids, K., & Button, C. (2012). The Role of Ecological Dynamics in Analysing Performance in Team Sports. Sports medicine (Auckland, N.Z.), 42, 1-10. https://doi.org/10.2165/11596520-000000000-00000
Ward, P. (2002). The Development of Perceptual-cognitive Expertise (Publication Number British Library: DXN06645) Liverpool John Moores University]. Liverpool.
Williams, A. M., & Hodges, N. J. (2005). Practice, instruction and skill acquisition in soccer: Challenging tradition. Journal of Sports Sciences, 23(6), 637-650.
Yi, Q., Groom, R., Dai, C., Liu, H., & Gómez Ruano, M. Á. (2019). Differences in Technical Performance of Players From ‘The Big Five’ European Football Leagues in the UEFA Champions League [Original Research]. Frontiers in Psychology, 10(2738). https://doi.org/10.3389/fpsyg.2019.02738
