Purpose. This systematic review aims to describe evidence of the effects of different small-sided soccer games (SSGs) on technical actions and technical performance. The article systematically reviews and organizes the effects of the most common task conditions and characterizes the methodologies employed in previous studies. Methods. A systematic review of Web of Science, PubMed, and SPORTDiscus databases was conducted in accordance with preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. The search returned 339 records. After screening against the set criteria, a total of 37 full articles were fully reviewed. Results. The main topics related to consequences of technical actions were (1) effects of different formats; (2) effects of different pitch sizes, relative area per player, pitch restrictions and configurations; (3) effects of different task conditions; (4) effects of age group, experience, and technical skill; and (5) effects of different training regimens or structured training programs. briefly, it was concluded that smaller formats meaningfully increased the number of determinant technical actions performed when compared with medium and larger formats (5 vs. 5 to 11 vs. 11). Furthermore, smaller amounts of relative area per player meaningfully increased most technical actions made by players. The use of free play increased the number of technical actions taken, while imposing a 1-touch limitation raised the number of involvements but also the frequencies of errors and balls lost. Conclusions. This systematic review reveals that each of the above-mentioned topics has a meaningful impact on the frequencies of technical actions and success during SSGs.

Purpose. The aim of the study was to examine the influence of small-sided and conditioned games (SSG) on the internal load (heart rate [Hr] and perceived exertion), external load (Global Positioning System variables), and lower limb power (squat jump [SJ] and countermovement jump [CMJ]). Methods. Six collegiate male soccer players (age 20.3 ± 4.8 years; maximal oxygen uptake 42.9 ± 2.7 ml/kg/min; maximal Hr 184.7 bpm) performed three 2-min bouts of 1 vs. 1 and two 3-min bouts of 3 vs. 3 format with a work-to-rest ratio of 1:1.5. Two-way ANOVA with repeated measures tested the effects of bouts and SSG formats on the internal and external load and on the lower limb power. Citation: Clemente FM, Nikolaidis PT, van der Linden CMI, Silva b. Effects of small-sided soccer games on internal and external load and lower limb power: a pilot study in collegiate players.

Small-sided games (SSGs) are widely used in soccer training. However, some of the typical outcomes related to human responses during these games (namely internal and external load) may vary between sessions for similar practice conditions. Thus, the study of intra- and inter-bout variability in response to SSGs is progressively growing. This systematic review aimed to (1) identify studies that have examined the intra- and inter-session bouts’ variability levels regarding the internal and external load and technical/tactical outcomes during SSGs and (2) summarize the main evidence. A systematic review of PubMed, SPORTDiscus, Cochrane, and Web of Science databases was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. From the 486 studies initially identified, 24 were fully reviewed, and their outcome measures were extracted and analyzed. Sixteen studies analyzed internal load, 13 studies analyzed external load variables, six studies analyzed technical execution, and two studies analyzed tactical behavior. All studies included SSGs with a range number of players between 2 to 14 (1 vs. 1 to 7 vs. 7 SSGs). Internal load and low-speed external load variables presented a low variability, while high variations were reported regarding the technical execution and high-speed external loads.

Os modelos de ensino ecológicos na Educação Física distingue-se pela sua pertinência no sentido de centrar o ensino no aluno. Especificamente, os Teaching Games for Understanding e a Pedagogia Não-Linear são modelos que possibilitam um processo pedagógico baseado na dinâmica intrínseca dos jogos desportivos, destacando-se pela sua pertinência para o desenvolvimento do conhecimento tático declarativo e processual dos alunos. No entanto, como modelos recentes necessitam de ser devidamente compreendidos e orientados no sentido de resultaram proficuamente na intervenção didática. Nesse sentido o presente artigo procura desenvolver os princípios pedagógicos que baseiam os modelos: i) a seleção do tipo de jogo; ii) a modificação do jogo por representação; iii) a modificação por exagero; e iv) o ajustamento da complexidade tática. Em suma, procurar-se-á definir os princípios basilares que deverão sustentar a intervenção didática do professor de Educação Física, aquando dos modelos ecológicos de ensino.

No abstract