东亚U-13男子足球运动员基本技能的分析研究

通过测试法,获得了东亚9个国家和地区180名U-13足球运动员的5项技能测试数据,运用方差分析、多重比较和逐步回归等统计学方法处理了数据并进行了逻辑学分析,找出东亚9个国家和地区U-13足球运动员在技能方面的特点,并验证亚足联设计的技能测试指标的科学性.结论显示东亚9个国家和地区15-13运动员基本技能的差异主要存在于前4名球队和后3名球队之间,重点表现在传球、运球和颠球方面,在5项技能测试中,短传、长传、运球和射门等4项指标与比赛成绩高度相关,充分体现了U-13年龄段足球运动员竞技能力的实战需求.我国U-13足球运动员技能测试可以借鉴该测试方法.     

我国优秀青年足球运动员比赛高强度跑动变化特征研究

旨在评估我国优秀青年足球运动员比赛中高强度活动体能的变化特征。运用SIMIScout比赛分析系统对21名国奥队员和25名国青队员在 一个赛季里的比赛体能表现,及YoYo测试成绩进行了分析研究。研究结果显示：（1）比赛中的高强度跑动距离可以作为评价优秀青年足球运动员 比赛体能状态的敏感指标;（2）描述了优秀青年足球运动员比赛中的活动距离,尤其是高强度跑动距离的变化趋势;（3）国奥队运动员在比赛中的高 强度跑动距离明显多于国青队运动员,国奥队运动员的YoYo测试成绩明显好于国青队运动员;（4）优秀青年足球队的中后卫运动员在比赛中的高 强度跑动距离明显少于边后卫、前卫和前锋运动员;（5）构建了我国优秀青年足球运动员比赛中高强度跑动距离的评价标准,可应用于运动员比赛 中体能状态的评价与诊断。     

足球运动员体能训练内容和方法探索

足球训练可提升身体各部位的协调力,具备良好的协调力能够更好的发挥速度、耐力、力量、灵敏力,采取体能训练方法激发运动员的学习兴趣,加强教学方式创新。了解运球、传球等基本技能,不断总结足球训练经验,教师引导运动员提高自身的人体运动协调能力,增强运动员对足球体能训练的关注程度。以协调力训练为主,注重足球训练实践,提高运动员的足球技能。     

少年足球运动员基础战术知识测试方法研究

对少年足球运动员进行基础战术知识测试可以了解他们基础战术知识的发展水平。运用文献资料调研、专家访谈等方法,建立了少年足球运动员基础战术知识测试体系;利用Flash软件、Java语言模拟真实足球比赛场景,采用面向对象程序开发出少年足球运动员基础战术知识测试系统。对125名少年足球运动员进行测试,结果表明,少年足球运动员基础战术知识体系比较完整,测试系统具有较高的信度、效度、区分度及适宜的难度,测试方法简便、可行。     

两种不同YO-YO间歇测试对评价足球运动员专项耐力的研究进展

YO-YO间歇耐力测试和YO-YO间恢复测试是目前国际上最流行的评价足球专项耐力的方法,但国内相关研究较少.通过查阅国内外文献,分析综述其用于评价足球运动员专项耐力的有效性、敏感性及可重复性,以供足球训练参考.已有的研究结果显示,YO-YO间歇耐力测试主要用于评价运动员在长时间间歇运动中反复进行大强度运动的能力,但相关实验研究较少.而YO-YO间歇恢复测试对于评价足球运动员反复高强度冲刺中的恢复能力有效性较好,并具较好的敏感性和可重复性.     

球类项目灵敏测试的实践应用:基于信度与效度评价的系统综述

目的：对国内外经检验的球类运动灵敏测试方法的设计结构、信度和效度进行系统综述,为球类运动灵敏素质的评价提供更科学的测试方法。方法：通过数据库对相关关键词进行检索并搜集符合标准的文献,运用PE-Dro评分系统对文献进行质量评估。结果：共纳入33篇文献,质量评价平均得分15分,得分范围13~17分。所有搜集文献共包含59种测试方法,37种为改变方向速度测试（CODT）,22种为反应灵敏测试（RAT）。结果：CODT设计的移动距离相对更长,改变方向的次数相对更多,两类测试方法的变向角度主要采用45°、90°和180° ;CODT的组内相关系数（ICC）范围为0.5~0.99,RAT的ICC为0.33~0.99,3篇文献发现较低的信度且均为RAT ;效度检验主要通过区分运动员水平、比赛位置以及年龄段来实现。结论：球类项目灵敏素质评价主要应用CODT与RAT两类测试方法。由于设计结构的差异,两类方法在信度和效度上各有优劣。CODT具有相对更高的信度,RAT则具有相对更高的效度。认知与决策能力作为高水平球类运动员的关键指标,建议未来在球类项目灵敏素质测量评价中加入刺激源组件     

运动智能结构的测量及相关分析

通过问卷调查、数理统计等方法,初步建立运动智能结构的测评量表,内容分为运动想象、运动注意、运动感知、运动思维和运动记忆能力等5个方面。随后对该量表进行信效度检验,并探讨不同性别、不同水平及不同训练年限运动员在运动智能结构上的差异现象。结果表明:运动智能结构量表具有较好的信效度,符合心理测量学的要求;不同性别、不同水平运动员的运动智能水平不存在显著性差异(P>0.05),不同训练年限运动员的运动智能水平具有显著性差异(P<0.05)。该研究旨在进一步加深对运动智能结构的认识,以促进运动员智能水平的发展,并为全面提升运动员的竞技能力提供服务。     

我国优秀赛艇运动员专项知觉运动技能概念模型的构建与检验

在前期质性研究的基础上,编制了赛艇运动员专项知觉运动技能问卷,并采用项目分析、探索性因素分析和验证性因素分析等量化研究手段,对该概念模型进行检验。结果显示,赛艇运动员专项运动知觉技能包括自身状态知觉运动技能、艇状态知觉运动技能、桨状态知觉运动技能3个维度;自身状态知觉运动技能包含自身用力知觉和自身体能知觉2个子维度;艇状态知觉运动技能包括艇速知觉运动技能、艇平衡知觉运动技能、艇身状态知觉运动技能和滑座运动状态知觉4个子维度;桨状态知觉运动技能包括划桨效果知觉运动技能、划桨动作调控能力、桨频知觉调控能力和桨力知觉调控能力4个子维度。量化研究检验的赛艇运动员专项运动知觉技能概念模型与前期质化研究结果基本一致,问卷信效度良好,具有一定的理论和实用价值。     

论体教学生足球训练中传球技巧的掌握

综合分析当今高水平足球比赛传球技术特点,结合实践教学中对运动技能形成与认知的分析和传球技巧的分析,认为传球能力是运动员比赛能力的体现,提高传球技巧应从技术能力、观察与判断力和战术能力三方面,结合实战的要求进行训练。     

功能性训练对高校女子足球运动员专项素质的影响研究

功能性训练是运动员经常采取的训练方式,其对于促进运动员的全面发展和运动能力提升具有积极意义。为了进一步探究功能性训练对高校女子足球运动员专项素质的影响,为足球运动员的专项素质训练提供有效的理论支持,本文将研究对象分为实验组和对照组,并制定不同的训练方案,通过一段时间的实验研究后,对高校女子足球运动员的专项素质进行数据分析和评价,从而总结出功能性训练对高校女子足球运动员专项素质的影响。     

Measurement properties and feasibility of the Loughborough soccer passing test: A systematic review

The purpose of this paper was to systematically review the literature and examine the research methodological quality, measurement properties and feasibility of the Loughborough Soccer Passing Test (LSPT). Databases were searched up to June 2017. Twenty five studies fulfilled the eligibility criteria. The main methodological limitations of the studies were the small sample size and the lack of information on participants and eligibility criteria. Results showed that test-retest reliability of the LSPT was moderate to excellent. Good discriminative validity was found between playing levels and ages. The LSPT was positively correlated with sprint, dribbling, and agility test; however, a weak correlation was established with in-game performance. Test responsiveness (an ability to detect change over time) to some external interventions was observed in studies. Adjusted Cronbach’s alpha (α = 0.67), smallest worthwhile change (SWC = 0.8–3.8) and minimal detectable change (MDC₅₀ = 1.9–11.3) were calculated based on available data. The findings indicate that the LSPT has acceptable test-retest reliability and discriminative validity. However, it may not be a feasible and effective way to interpret the intra-individual change of skill performance in practice. Future work should be undertaken to establish additional measurement properties of the LSPT, and to improve its practical feasibility.     

Relationships between Psychological Functions Tests and Selected Sport Skills of Boys in Junior High School

Abstract

Junior high school boys (N=181) took part in this study. There were 91 athletes and 90 nonathletes who took five psychological function tests² and eight sport skill tests to determine (a) whether differences existed in selected psychological functions and selected sport skills between junior high school boy athletes and nonathletes, (b) the degree of relationship between psychological functions and sport skills, (c) the implementation of a six-multiple variation equation in predicting probable individual sport skill scores, and (d) the degree of relationship between a long and short form psychological functions test and a long and short form sport skills test.

The Stoelting visual reaction timer apparatus was used to test for simple reaction time. The Howard-Dolman apparatus was used to test for depth perception. The McClure perimeter was used to test for peripheral vision left eye, right eye, and total angle. The sport skill tests used were soccer combination skills and volley; basketball dribble shoot and volley; volleyball volley and serve; and baseball volley and repeat throws.

Significant differences existed on all psychological function tests and sport skill tests between athletes and nonathletes, in favor of athletes. The psychological function tests were independent of each other except for peripheral vision total angle with right eye and left eye. There was a low to moderate relationship between the psychological functions and the sport skills. The six-variable multiple R regression equation had a 70 percent predictive accuracy on individual scores for each sport skill test. The short form psychological functions test and the short form sport skills test could replace their respective long forms. The short form psychological functions test could moderately predict sport skill performance in the sport skill areas selected.     

Reliability and validity of two tests of soccer skill

Twenty-four players from the 1st/2nd (elite) and 24 players from the 3rd/4th (non-elite) university football teams were recruited to evaluate the Loughborough Soccer Passing Test (LSPT) and Loughborough Soccer Shooting Test (LSST) as tools to assess soccer skill. The LSPT requires players to complete 16 passes as quickly as possible. The LSST requires players to pass, control, and shoot the ball to targets on a full-sized goal. Participants completed two main trials each separated by at least one day. During both trials, the participants were given practice efforts before recording the mean of the next two (LSPT) or 10 (LSST) attempts as the performance score. For the LSPT, the mean time taken, added penalty time, and overall performance time were less in the elite players (elite: 43.6 s, s = 3.8; non-elite: 52.5 s, s= 7.4; P= 0.0001). For the LSST, there was no difference in the mean points scored per shot between groups (elite: 1.34, s = 0.46; non-elite: 1.28, s = 0.53). However, the elite players had higher mean shot speed (elite: 80 km h(-1), s = 4.5; non-elite: 74 km h(-1), s = 4.2; P < 0.0001) and performed each shot sequence faster (elite: 7.87 s, s= 0.29; non-elite: 8.07 s, s= 0.35; P= 0.037) than the non-elite players. Performance on both tests was more repeatable in elite players. In conclusion, the LSPT and LSST are valid and reliable protocols to assess differences in soccer skill performance.     

Reliability and construct validity of soccer skills tests that measure passing, shooting, and dribbling

In this study, we examined the reliability and construct validity of new soccer skills tests. Twenty soccer players (10 professional and 10 recreational) repeated trials of passing, shooting, and dribbling skills on different days. Passing and shooting skills required players to kick a moving ball, delivered at constant speed, towards one of four randomly determined targets. Dribbling required players to negotiate seven cones over 20?m. Each trial consisted of 28 passes, 8 shots, and 10 dribbles. Ball speed, precision, and success were determined for all tests using video analysis. Systematic bias was small (<9% in all measures) and all outcome measures were similar between trials. Test-retest reliability statistics were as follows: ball speed (passing, shooting, dribbling; coefficient of variation [CV]: 6.5%, 6.9%, 2.4%; ratio limits of agreement [RLOA]: 0.958?×/÷ 1.091, 0.990?×/÷ 1.107, 0.993?×/÷ 1.039), precision (passing, shooting, dribbling; CV: 10.0%, 23.5%, 4.6%; RLOA: 0.956?×/÷ 1.147, 1.030?×/÷ 1.356, 1.000?×/÷ 1.068), and success (passing, shooting, dribbling; CV: 11.7%, 14.4%, 2.2%; RLOA: 1.017?×/÷ 1.191, 0.913?×/÷ 1.265, 0.996?×/÷ 1.035). Professional players performed better than recreational players in at least one outcome measure for all skills. These findings demonstrate the reliability and validity of new soccer skill protocols.     

Reliability and construct validity of soccer skills tests that measure passing,shooting, and dribbling

Abstract

In this study, we examined the reliability and construct validity of new soccer skills tests. Twenty soccer players (10 professional and 10 recreational) repeated trials of passing, shooting, and dribbling skills on different days. Passing and shooting skills required players to kick a moving ball, delivered at constant speed, towards one of four randomly determined targets. Dribbling required players to negotiate seven cones over 20 m. Each trial consisted of 28 passes, 8 shots, and 10 dribbles. Ball speed, precision, and success were determined for all tests using video analysis. Systematic bias was small (<9% in all measures) and all outcome measures were similar between trials. Test–retest reliability statistics were as follows: ball speed (passing, shooting, dribbling; coefficient of variation [CV]: 6.5%, 6.9%, 2.4%; ratio limits of agreement [RLOA]: 0.958 ×/÷ 1.091, 0.990 ×/÷ 1.107, 0.993 ×/÷ 1.039), precision (passing, shooting, dribbling; CV: 10.0%, 23.5%, 4.6%; RLOA: 0.956 ×/÷ 1.147, 1.030 ×/÷ 1.356, 1.000 ×/÷ 1.068), and success (passing, shooting, dribbling; CV: 11.7%, 14.4%, 2.2%; RLOA: 1.017 ×/÷ 1.191, 0.913 ×/÷ 1.265, 0.996 ×/÷ 1.035). Professional players performed better than recreational players in at least one outcome measure for all skills. These findings demonstrate the reliability and validity of new soccer skill protocols.     

The influence of intermittent high-intensity shuttle running and fluid ingestion on the performance of a soccer skill

The aim of this study was to examine the effect of intermittent high-intensity shuttle running and fluid ingestion on the performance of a soccer skill. Nine semi-professional soccer players volunteered to participate in the study. Their mean (± _sx ) age, body mass and maximal oxygen uptake were 20.2 ± 0.4 years, 73.2 ± 1.8 kg and 59.1 ± 1.3 ml·kg^-1 ·min^-1 respectively. The players were allocated to two randomly assigned trials: ingesting or abstaining from fluid intake during a 90 min intermittent exercise protocol (Loughborough Intermittent Shuttle Test:LIST).This test was designed to simulate the minimum physical demands faced by soccer players during a game. Before and immediately after performance of the test,the players completed a soccer skill test and a mental concentration test. Performance of the soccer skill test after the 'no-fluid' trial deteriorated by 5% (P ? 0.05),but was maintained during the fluid trial. Mean heart rate, perceived exertion, serum aldosterone, osmolality, sodium and cortisol responses during the test were higher (P ? 0.05) in the 'no-fluid' trial than in the fluid trial. The results of this study suggest that soccer players should consume fluid throughout a game to help prevent a deterioration in skill performance.     

Validity and reliability evidence for motor competence assessments in children and adolescents: A systematic review

ABSTRACT

Valid and reliable tests of motor competence are necessary to allow researchers and practitioners to quantify levels of motor competence, identify skill deficiencies, and determine the effectiveness of motor skill interventions. The primary study aim was to systematically review the validity and reliability of scores derived from gross motor competence tests for typically developing child and adolescent populations. The secondary aim of this review was to identify the most prevalent motor skills assessed across all instruments. A search of seven electronic databases identified 57 different skill assessment tools from 107 studies. Construct validity was the most common measurement property examined (60 studies; 56%). Content validity (21 studies; 20%) was the least commonly explored measurement property. Scores derived from the Test of Gross Motor Development – second and third edition had the most support for validity and reliability. The most common skills included in these skill batteries were the overhand throw (n = 33), catch (n = 32), jump (n = 31) and hop (n = 26). Research efforts should focus on: (1) further investigation of measurement properties of existing tools rather than developing new assessments and (2) further investigation of existing tools and their measurement properties in adolescent populations.     

Development of a Notational Analysis System for Selected Soccer Skills of a Women's College Team

The purposes of this study were to develop a notational system to evaluate passing, dribbling, first touch, and individual defensive skills as they relate to success during women's soccer games and to develop a statistical model to weigh the importance of each skill on creating scoring opportunities. Sequences of skills in ten games of a National Collegiate Athletic Association Division I intercollegiate women's soccer team were coded using well defined performance scores and outcomes. The notational analysis system was highly reliable as demonstrated by Spearman's rank correlations (>.98) between the first and second notation of three games for all four skills. The importance scores calculated from a Bayesian model demonstrated that dribbling (.0127) was the most important skill on creating scoring opportunities, followed by first touch (.0079), passing (.0075), and individual defense (.0050). The notational system developed from this study provides coaches with reliable and objective information to improve practice planning and optimize performance.     

Development and validation of the Perceived Game-Specific Soccer Competence Scale

ABSTRACT

The objective of this study was to create a valid, self-reported, game-specific soccer competence scale. A structural model of perceived competence, performance measures and motivation was tested as the basis for the scale. A total of 1321 soccer players (261 females, 1060 males) ranging from 12 to 15 years (13.4 ± 1.0 years) participated in the study. They completed the Perceived Game-Specific Soccer Competence Scale (PGSSCS), self-assessments of tactical skills and motivation, as well as technical and speed and agility tests. Results of factor analyses, tests of internal consistency and correlations between PGSSCS subscales, performance measures and motivation supported the reliability and validity of the PGSSCS. The scale can be considered a suitable instrument to assess perceived game-specific competence among young soccer players.