Differences in game reading between selected and non-selected youth soccer players

Ruud J. R. Den Hartigh · Steffie van der Steen · Bas Hakvoort · Wouter G. P. Frencken · KOEN A. P. M. LEMMINK

27 citations0/0 files storedJournal of Sports Sciences

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Sport Psychology and Performance Sports Performance and Training Sports and Physical Education Research

Abstract

Applying an established theory of cognitive development-Skill Theory-the current study compares the game-reading skills of youth players selected for a soccer school of a professional soccer club (n = 49) and their non-selected peers (n = 38). Participants described the actions taking place in videos of soccer game plays, and their verbalisations were coded using Skill Theory. Compared to the non-selected players, the selected players generally demonstrated higher levels of complexity in their game-reading, and structured the information of game elements-primarily the player, teammate and field-at higher complexity levels. These results demonstrate how Skill Theory can be used to assess, and distinguish game-reading of youth players with different expertise, a skill important for soccer, but also for other sports.

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References

1973Perception in chess 1995Long-term working memory.1980A theory of cognitive development: The control and construction of hierarchies of skills.2006The ecological dynamics of decision making in sport 2000Perceptual skill in soccer: Implications for talent identification and development 2011Identifying the processes underpinning anticipation and decision-making in a dynamic time-constrained task 2014Handbook of developmental systems theory and methodology 2006Perceiving Patterns of Play in Dynamic Sport Tasks: Investigating the Essential Information Underlying Skilled Performance

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