RESUMO

Background: Studies and tests to assess the tactical domain of young soccer players are recent, and few instruments meet the majority of quality criteria. Objective: To adapt and validate the Test de Conocimiento Táctico Ofensivo en Fútbol (TCTOF) for the Brazilian context (TCTOF-BRA). Methods: The article consists of two studies. Study 1 (n = 111) included the translation, theoretical/semantic analysis, back translation, cross-cultural equivalence, and content and face validity (pre-test). In study 2 (n = 768), a theoretical and empirical item analysis was carried out, followed by construct validity [exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and the known-groups method] and reliability (internal consistency and repeatability). Results: In the cross-cultural evaluation, the Coefficient of content validity total (CCVt) of the instrument was 0.96 and in the content validity, the CCVt of the instrument was 0.87. The face validity was confirmed (>95%). After theoretical and empirical analysis, 15 questions were included in the Teste de Conhecimento Tático Ofensivo no Futebol (TCTOF-BRA). The EFA showed a model with adequate fit (KMO = 0.69; Bartlett p < 0.001), with a factor structure considered very good, composed of four factors (decision making, operational tactical principles, collective tactical-technical elements, and rules). The CFA by the Asymptotically Distribution-Free estimation method demonstrated good and very good goodness of fit indices (X 2/df = 1.54, GFI = 0.99, CFI = 0.94, TLI = 0.92, PGFI = 0.71, PCFI = 0.76, RMSEA = 0.03, and ECVI = 0.26). The known-groups method showed significant differences (p < 0.01) and effect sizes varying from small-to-medium to large. With respect to reliability, coefficients of 0.89 (CR) and 0.74 (KR20) for internal consistency and 0.85 for repeatability were found. Conclusion: The TCTOF-BRA presented satisfactory evidence, demonstrating it to be an instrument with valid and reliable measures for the evaluation of tactical knowledge (declarative and theoretical procedural), based on specific knowledge and decision making (cognitive domain), of Brazilian young soccer players from 12 to 17.9 years old.

RESUMO

This scoping review aimed to systematically map studies/tests for assessing the tactical domain of young soccer players. The study followed the PRISMA-ScR and Joanna Briggs Institute guidelines. The databases searched were Scopus, SPORTDiscus, SciELO, LILACS, and BDTD. The eligibility criteria were defined based on the elements of population, context, and concept, without restrictions on the period, language, and type of publication. Twenty-four papers were included, from 1997 to 2020, totalling 29 tests/instruments for the assessment of the tactical domain, with the majority of studies having an European sample. Twelve terms were used to nominate the tactical component, regardless of the assessment method and approach. Six tests met eight or nine criteria in the critical appraisal: TCTOF, TACSIS Spanish version, Semi-Structured Interview, TCTP-OE, GPET, and FUTSAT. Thus, it is concluded that studies and tests for the assessment of the tactical domain of young soccer players are recent and mainly European; there is no consensus about the adopted terminology; and few tests met the majority of the quality criteria. Therefore, we suggest: a) the construction/adaptation of tests with samples from other continents; b) the use of the proposed criteria; and c) that the terms tactical knowledge and tactical performance are adopted.

Assuntos

RESUMO

This study aimed to investigate: i) how Small-Sided and Conditioned Games based on different representation and exaggeration modification strategies, from the Teaching Games for Understanding pedagogical principles, affected team performance and exploratory behaviour; and ii) how teams and players of different ages and skill levels were affected by the use of these different modification strategies. In total, forty-eight youth male soccer players participated in the study (U15, n = 24 mean age = 13.06 ± 1.53 years; U17, n = 24 mean age = 16.89 ± 0.11 years). In both categories, players were organized into three groups according to their tactical efficiency level (Group 01 = High Skilled Players (HSP), Group 02 = Intermediate Skilled Players (ISP), and Group 03 = Low Skilled Players (LSP)). The HSP and LSP groups performed two types of Gk+4vs4+Gk Small-Sided and Conditioned Games (SSCGs) based on different representation and exaggeration modification strategies. The first type of SSCGs was modified by structural constraints (Structural SSCG) and the second type was modified by rule manipulation (Manipulation SSCG). Team performance and exploratory behaviour were analysed through the Offensive Sequences Characterization System and Lag Sequential Analysis, respectively. SSCG modification strategies affected differently tactical performance and exploratory behaviour of teams composed of players of different skill levels. It was found that SSCG modification strategy through rule manipulation provided players and teams with a higher level of difficulty, compromising their performance and inhibiting exploratory behaviour. This information is crucial to practitioners wishing to apply more appropriate pedagogical strategies to improve a specific tactical problem using a player-centred and game-based approach.

RESUMO

Specific football drills improve the development of technical/tactical and physical variables in players. Based on this principle, in recent years it has been possible to observe in daily training a growing volume of small-sided and conditioned games. These games are smaller and modified forms of formal games that augment players' perception of specific tactics. Despite this approach, the assessment of players' knowledge and tactical execution has not been well documented, due mainly to the difficulty in measuring tactical behavior. For that reason, this study aims to provide a narrative review about the tactical assessment of football training by using representative tasks to measure the tactical expertise of youth football players during small-sided and conditioned games. This study gives an overview of the ecological approach to training and the principles used for representative task design, providing relevant contribution and direction for future research into the assessment of tactical expertise in youth football.

RESUMO

This study tested the use of two pedagogical principles of Game-based approaches, representation and exaggeration, in the context of game performance of U10 soccer players. Twenty-one players participated in two 3 vs. 3 small-sided games. The first small-sided game was modified by representation. The second small-sided game was modified by enhancing the penetration of the defense tactical problem for invasion games. Decision-making and execution were assessed using the Game Performance Evaluation Tool. No significant differences were observed between games in the number of decision-making units related to keeping possession, nor in those related to penetrating the defense. No significant differences were observed in any execution ability (ball control, passing, dribbling and get free movements). The findings suggested that both games could provide similar degeneracy processes to the players for skill acquisition (specific and contextualized task constraints in which they could develop their game performance and the capability to achieve different outcomes in varying contexts). Probably both games had similar learner-environment dynamics leading players to develop their capabilities for adapting their behaviours to the changing performance situations. More research is necessary, from the ecological dynamics point of view, to determine how we should use small-sided games in Game-based approaches.