The purpose of this study was to investigate the effect of "with goalkeeper" (SSGwith) and "without goalkeeper" (SSGwithout) conditions on players' physiological responses and time-motion characteristics in small-sided games. Sixteen young soccer players (age: 16.5 ± 1.5 years; height: 175.5 ± 5.2 cm; body mass: 63.0 ± 6.9 kg; training experience: 6.3 ± 1.3 years) participated in 2 different 2-a-side, 3-a-side, and 4-a-side games: SSGwith and SSGwithout. The players underwent anthropometric measurements (height and body mass) followed by the Yo-Yo intermittent recovery test (level 1). Then they played 2-a-side, 3-a-side, and 4-a-side SSGwith and SSGwithout soccer-specific SSGs in random order at 2-day intervals. Heart rate (HR) responses and distance covered in different speed zones (walking [WLK, 0-6.9 km·h(-1)], low-intensity running [LIR, 7.0-12.9 km·h(-1)], moderate-intensity running [MIR, 13.0-17.9 km·h(-1)], and high-intensity running [HIR, >18 km·h(-1)]) were measured during the SSGs, whereas the rating of perceived exertion (RPE) and blood lactate (La) were determined at the end of the last bout of each SSG. During the SSGwithout players showed higher %HR, La, and RPE (p ≤ 0.05), greater distance covered in LIR, MIR, HIR, and total distance (p ≤ 0.05) compared with the SSGwith during the 2-a-side, 3-a-side, and 4-a-side games. The results of this study suggest that both SSGwith and SSGwithout could be used for the physiological adaptations required for soccer-specific aerobic endurance. However, if coaches want both higher physiological responses and greater distance covered in the intensity running zone from their teams, SSGwithout should be organized. In addition, this study also suggests that smaller format games (i.e., 2-a-side) may promote some anaerobic adaptations for youth soccer players.

This study examined preservice physical education teachers’ (PPETs’) technopedagogical content knowledge (TPCK) competencies. The participants were 1028 PPETs from 26 major universities representing all seven geographical regions of Turkey. The Technological Pedagogical Content Knowledge Deep- Scale developed by Kabakci Yurdakul et al. (2012) was used to measure TPCK competencies of PPETs. Descriptive statistics, an independent samples t test, and multivariate analysis of variance were used to analyze the data. The results showed that PPETs rated themselves at a high level in self-reported TPCK competencies in terms of the entire scale and its factors (design, exertion, ethics and proficiency). There was no significant main effect for gender (p < .05). Computer/internet-based background (p > .05) and PPETs’ interest in keeping up with the latest PE-related technological developments (p > .05) were significant variables in PPETs’ TPCK competencies. Overall, this study offers some evidence that the use of information and communication technology (ICT) is an important factor affecting PPETs’ TPCK competencies.

Learning is the product of experiences which causes relatively permanent behavior change (Ertürk, 1998). When one considers that learning is a lifelong activity, helping individuals gain the skill of directing the learning process becomes more of an issue (Haşlaman & Aşkar, 2007). Social Cognitive Theory (Bandura, 1986) introduces the concept of self-regulation, which is important for both individual and social forms of learning (Zimmerman, 2008). Theory advocates that individuals observe their own behaviors via selfregulation, compare them with their self-oriented standards, and then evaluate and regulate their behaviors by reinforcing or punishing themselves (Senemoğlu, 2005, p. 231). Risemberg and Zimmerman (1992) have defined self-regulation as

The purpose of this study was to compare the incremental running tests performed by young soccer players on a treadmill (Tr) and in the field (FTcod: 100 m change of direction and FTcir: 100 m circle). Nineteen players (average age 17.4 ± 1.1 years; body height 172.0 ± 5.7 cm; body mass 68.9 ± 6.7 kg) volunteered to perform incremental Tr , FTcod and FTcir running tests. In all three tests, players ran for 3 min at 8, 10, 12 and 14 km∙h-1 and were given a 1 min rest interval between subsequent stages. Blood lactate concentrations (La-) were measured at 1 min rest intervals and the heart rate (HR) responses of players were recorded during the tests. After a 5 min recovery period, the second part of the test started; players ran at 15 km∙h-1 with velocity increments of 1 km∙h-1 every 1 min until exhaustion. This part was performed to determine maximum HR, maximum La- and the players’ final velocities. The results showed that players had significantly lower La- (F = 6.93, p = 0.07, η2 = 0.46, 95%CI(TR-FTcir) = -1.91/-0.34, 95%CI(TR-FTcod) = -1.59/-0.05) and HR (F = 9.08, p = 0.02, η2 = 0.53, 95%CI(TR-FTcir) = -6.98/-1.68, 95%CI(TR-FTcod) = -7.19/1.08) responses in the Tr test than in the FTcir and FTcod tests at 14 km∙h-1. It was also found that players completed the Tr test (F = 58.22, p = 0.00, η2 = 0.87) at higher final running velocities than the FTcir (95%CI(TR-FTcir) = 1.67/2.78) and FTcod (95%CI(TR-FTcod) = 1.69/2.85) tests. In conclusion, when coaches or sports scientists plan to train at higher running velocities or according to the final velocity in the test, it is advisable to carry out testing in the circumstances under which training will be carried out (in the field or on a treadmill).

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