Donna O’Connor

Does Grit Influence Sport-Specific Engagement and Perceptual-Cognitive Expertise in Elite Youth Soccer?

We examined whether soccer players who score low and high on the personality trait grit can be differentiated based on their sport-specific engagement and perceptual-cognitive expertise. Findings revealed that grittier players accumulated significantly more time in sport-specific activities including competition, training, play, and indirect involvement. Moreover, there was a significant main effect for performance on the perceptual-cognitive skills tests across groups, with grittier players performing better than less gritty players on the assessments of decision making and situational probability. The findings are the first to demonstrate a potential link between grit, sport-specific engagement, and perceptual-cognitive expertise.

Talent identification and recruitment in youth soccer: Recruiter’s perceptions of the key attributes for player recruitment

Using the modified Delphi method, we aimed to understand the attributes youth coaches and recruiters perceive as important when identifying skilled youth performance at the entry level of representative soccer in Australia (i.e., Under 13 years). Furthermore, we also aimed to describe the current methods youth coaches and recruiters use to assess and identify these attributes in youth players. Australian regional youth technical directors and coaches (n = 20) completed a three stage process, including an initial interview and two subsequent questionnaires, whereby attributes and qualities associated with talent identification were rated and justified according to the importance for youth player performance and talent identification. Results indicate a hierarchy of attributes recruiters perceive as important for Under 13 soccer performance, including technical (i.e., first touch, striking the ball, one-versus-one ability, and technical ability under pressure), tactical (i.e., decision-making ability) and psychological attributes (i.e., coachability and positive attitude). In addition, the findings indicated attributes and qualities not emphasised within the talent identification process including, physiological, anthropometrical, sociological and several psychological attributes. It is suggested talent recruiters apply a holistic multidisciplinary approach to talent identification, with the current findings potentially providing initial evidence to suggest recruiters do consider numerous attributes when selecting and identifying youth players.

Key attributes of expert NRL referees

ABSTRACT Experiential knowledge of elite National Rugby League (NRL) referees was investigated to determine the key attributes contributing to expert officiating performance. Fourteen current first-grade NRL referees were asked to identify the key attributes they believed contributed to their expert refereeing performance. The modified Delphi method involved a 3-round process of an initial semi-structured interview followed by 2 questionnaires to reach consensus of opinion. The data revealed 25 attributes that were rated as most important that underpin expert NRL refereeing performance. Results illustrate the significance of the cognitive category, with the top 6 ranked attributes all cognitive skills. Of these, the referees ranked decision-making accuracy as the most important attribute, followed by reading the game, communication, game understanding, game management and knowledge of the rules. Player rapport, positioning and teamwork were the top ranked game skill attributes underpinning performance excellence. Expert referees also highlighted a number of psychological attributes (e.g., concentration, composure and mental toughness) that were significant to performance. There were only 2 physiological attributes (fitness, aerobic endurance) that were identified as significant to elite officiating performance. In summary, expert consensus was attained which successfully provided a hierarchy of the most significant attributes of expert NRL refereeing performance.

The effects of physical exertion on decision-making performance of Australian football umpires.

ABSTRACT Decision-making is a key component of an umpire’s in-game performance, with each decision potentially having a direct impact on the result of the game. Additionally, umpires have to be physically fit to ensure they keep up with the gameplay. While research has identified the decision-making demands and running demands of umpires separately, few have explored the relationship between them. The aim of this investigation was to examine the relationship between physical exertion and decision-making performance of Australian football umpires at the sub-elite and junior levels. A total of 18 Australian football umpires (sub-elite, n = 10; junior n = 8) performed 10 × 300 m runs, with each repetition immediately followed by a video-based decision-making test, then 1 min of recovery. A Mann–Whitney U assessment indicated a significant difference between the sub-elite and junior level umpires for decision-making accuracy (U = 13.00, z = −2.43, P = 0.016, r = −0.5). However, there was no significant difference in response time (U = 28.00, z = −1.07, P = 0.315, r = −0.25). The sub-elite umpires completed the running efforts in significantly less time than the junior umpires (P < 0.05). Further, there was no significant correlation between decision-making performance and running times for either skill level (P > 0.05). This suggests decision-making performance may not be affected by physical exertion. Therefore, it may be suggested coaches of football umpires allocate more time to the decision-making development of their umpires instead of focusing largely on the physical fitness side, as is currently the trend.

Observations of youth football training: How do coaches structure training sessions for player development?

ABSTRACT We used systematic observation tools to explore the structure (i.e., activity and inactivity) and sequencing (i.e., the types of activities used) of football coaching sessions in Australia following the implementation of a new National Curriculum. Youth soccer coaches (n = 34), coaching within the Skill Acquisition (U11–U13 n = 19) and Game Training (U14–U17 n = 15) phases of the Football Federation Australia National Curriculum participated. Participants were filmed during a regular coaching session, with systematic observation of the session undertaken to provide a detailed analysis of the practice activities and coach behaviours. Findings indicated a session comprised of Playing Form activities (40.9%), Training Form activities (22.3%), inactivity (31%), and transitions between activities (5.8%). Coaches prescribed more Training Form activities (e.g., individual (5.4%) and drills (15.1%)) early in the session and progressed to Playing Form activities (i.e., small-sided games (15.3%) then larger games (24.8%)) later in the session. Most inactivity reflected the players listening to the coach – either in a team huddle (9.9%) or frozen on the spot during an activity (16.5%). In addition, coaches generally spent over 3 min communicating to players prior to explaining and introducing an activity regardless of when in the session the activity was scheduled.

The pathway to the top: Key factors and influences in the development of Australian Olympic and World Championship Track and Field athletes:

Given the many benefits of international sporting success, understanding the development and long-term sustainability of an elite sporting career has become an important pursuit worldwide. Despite decades of research little is known about the development of elite senior Australian Track and Field athletes, therefore this study aimed to understand the major influences contributing to their development and success. A Track and Field Athlete Development questionnaire was used to collect data from 73 Olympic and World Championship level athletes. Analysis indicated athletes progressed to the elite level via six different pathways; however, the majority follows a linear pathway from junior to elite senior athlete. Further, results demonstrated the key influencing factors during development included later specialization, involvement in other sports during adolescence and strong social support. In addition, growing up in a major city and completing a University degree were also common features. Overall the study provides an insight into the development and success of Australian Track and Field athletes who competed at the Olympic Games or World Championships between 1956 and 2013.

Characteristics of winning men’s and women’s sevens rugby teams throughout the knockout Cup stages of international tournaments

Identification of game variables associated with success in men’s and women’s sevens rugby tournaments is required to assist in tactical preparation for future competition. The aim of this study was to analyse the game variables associated with winning teams in knockout Cup games and identify if winning characteristics are gender specific. All quarter final and semi-final games from the men’s (n=54) and women’s (n=30) 2014 World Sevens Series tournaments were analysed using a set of game variables associated with sevens performance. Comparisons between teams were examined through a series of Mann Whitney U Tests and Independent t-tests (p<0.05). Results revealed differences between winning and losing teams in restarts, passing effectiveness, line breaks, missed tackles and tries scored. Winning women’s teams gained more possession from handling turnovers, utilised more quick lineouts, had less ineffective set lineouts, threw more passes and made more ball-jolting-tackles than losing women’s teams. Winning men’s teams utilised non-contested restarts more frequently, won a higher percentage of contested restarts, had more scrum feeds and made more effective tackles than losing men’s teams. It was identified that there are variables associated with success for both men’s and women’s teams and variables that are gender specific.

What learning environments help improve decision-making?

ABSTRACT Background: Decision-making is a key component of performance in sport. However, there has been minimal investigation of how coaches may adapt practice sessions to specifically develop decision-making. Purpose: The aim in this exploratory study was to investigate the pedagogical approaches coaches use to develop decision-making in soccer. Method: Youth soccer coaches (n = 29) currently coaching youth teams (U11–U17) in Australia were filmed conducting two practice sessions. The first session was a regular training session, whereas in the second session, participants were asked to create an activity they believed would promote the development of on-ball decision-making. Systematic observation of the learning and teaching (LandT) component of each session was undertaken to provide a detailed analysis of the coach behaviours and practice activities in which they had players engage. During this activity, the number of on-ball actions was measured to reflect the associated decision-making opportunities. Coaches indicated how they believed decision-making is developed in players, the strategies they would employ to improve decision-making, the perceived success of the activity (i.e. did they achieve their aims), and modifications they would make if conducting the activity again. Data analysis: To assess differences between the regular training LandT activity and decision-making-specific LandT activity, coach behaviours, and on-ball actions, a Mann–Whitney U test was conducted. Coach perceptions were deductively analysed to identify main themes. Findings: Participants identified three main strategies for incorporating decision-making into training activity – repetition of real scenarios with guided discovery, prompting decision-making by providing cues or solutions, and manipulating the game/activity. There were no differences in the frequency, average duration, or the percentage of allocated time for any of the practice activity variables (i.e. Playing Form; Training Form; Inactivity), coach behaviours (instructions; questions; management) or the number of on-ball decisions per minute between the regular activity and decision-making-specific activity (p > .05). Descriptive statistics indicated the coaching practice was stop-start in nature for coaches to instruct or ask questions. Conclusions: Participants generally use strategies which may promote decision-making opportunities for players such as the use of questioning, constraints-led pedagogy, and Playing Form rather than Training Form activities. However, findings provide evidence to suggest the participants over-coach, with high amounts of instruction and a very stop-start nature to the activity. This coaching practice potentially limits the problem-solving and decision-making demands on players.

Pre-Service Physical Education Teachers' Indigenous Knowledge, Cultural Competency and Pedagogy: A Service Learning Intervention.

In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies.

Establishing validity and reliability of a movement awareness and technical skill (MATS) analysis instrument in soccer

Soccer performance analysis instruments generally provide a description of skill outcomes; however, there is limited understanding of the individual movements and skills that lead to an outcome such as a pass. We used a four step process to develop a valid and reliable instrument designed to assess movement awareness and technical skills (MATS) performed by soccer players when in possession of the ball. The first step was the establishment of performance indicators and operational definitions, followed by extensive pilot testing and observer training. The third step established face validity aligning Football Federation Australia’s national curriculum and the technical performance outcomes; and content validity was ensured by verification and critical feedback from an expert panel. Finally, reliability was established with high inter-coder (Kappa value >0.40; and Cronbach’s α = 0.98) and intra-coder reliability (Cronbach’s α = 0.83). From a practical perspective, the new soccer performance analysis instrument provides detailed information relating to player movement patterns, technical skill proficiency and skill breakdown. The data obtained coupled with reflective coaching practices may inform player feedback and future coaching strategies to develop player movement and technical skills.