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Efficacy of using nonlinear pedagogy to support attacking players’ individual learning objectives in elite-youth football: A randomised cross-over trial

Roberts, SJ, Rudd, JR and Reeves, M Efficacy of using nonlinear pedagogy to support attacking players’ individual learning objectives in elite-youth football: A randomised cross-over trial. Journal of Sports Sciences. ISSN 0264-0414 (Accepted)

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Abstract

The present study examined the efficacy of a coaching curriculum, based on nonlinear pedagogy, on improving attacking players’ individual learning objectives in elite-youth football. Participants included 22 attacking players (i.e. centre-forwards, wide-players and attacking midfield players) from a professional football academy in England. The players were randomly appointed to both control (CON) and intervention (INT) periods following baseline measures. The INT (nonlinear) and CON (linear) periods were both designed to support the ILOs provided to each player as part of the elite player performance plan. The study adopted a randomised cross-over design and ILOs considered important for attacking players (i.e. strong foot finishing, weak foot finishing, 1-v-1 and decision making) were evaluated using the Loughborough Shooting Skill Test. The results showed significant differences for INT in 1-v-1 (P < 0.02) and decision making (P < 0.01). However, there were no significant differences for strong foot finishing, weak foot finishing or time taken. These results support nonlinear pedagogy in developing 1-v-1 game play and decision-making but not for technical shooting proficiency.

Item Type: Article
Uncontrolled Keywords: 1106 Human Movement and Sports Sciences, 1302 Curriculum and Pedagogy
Subjects: G Geography. Anthropology. Recreation > GV Recreation Leisure > GV561 Sports
Divisions: School of Sport Studies, Leisure and Nutrition
Publisher: Taylor & Francis
Date Deposited: 15 Apr 2019 08:22
Last Modified: 18 Apr 2019 21:59
URI: http://researchonline.ljmu.ac.uk/id/eprint/10548

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