English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The aim of this study was to analyze the effect of a teaching program, based on Non-Linear Pedagogy, on decision-making and performance in youth soccer players as a function of the type of play action. Our participants were 19 players from the U12 age category. The teaching program, which was based on the application of modified games characterized by a numerical superiority in attack, was used for 14 training sessions. This program was conducted in two phases (preparation-for-intervention and intervention). Decision-making and execution for pass and dribbling actions were evaluated through the Game Performance Evaluation Tool. The results showed significant differences in favour of the experimental group in decision-making (p &lt; .000) and the execution of passes (p = .003) after the intervention. However, such differences were not found for dribbling (decision-making, p = .402 and execution, p = .143). These findings demonstrate the effectiveness of this type of program for teaching actions with a high tactical component, such as the pass, and a different approach must be considered in actions with a high technical component, such as dribbling. It is necessary to continue developing studies in this line to clarify these issues.

The Impact of Nonlinear Pedagogy on Decision-Making and Execution in Youth Soccer Players According to Game Actions