Bridging the Gap Between Science and Application: The Use of Cocreation Educational Workshops in Professional Youth Soccer

Abstract

We examined whether practice activities adopted by professional youth soccer coaches are modulated through the implementation of and engagement with cocreative evidence-based programs. Across two experiments, we used systematic observation to identify the practice activities of seven coaches across 134 sessions. In Experiment A, drill-based and games-based activities were recorded and quantified. To encourage behaviour change across the study, the systematic observation data were compared with skill acquisition literature to provide coaches with quantitative feedback and recommendations during workshops. Postworkshop systematic observation data indicated that practice activities used by coaches changed in accordance with the evidenced-based information (increase in games-based activities) delivered within the workshop. Interview data indicated that coaches typically stated that the workshop was a key reason for behaviour change. In a follow-up Experiment B, feedback and recommendations were delivered using an interactive video-based workshop. The systematic observation data indicated that coaches increased the use of soccer activities that contained active decision making with coaches citing the workshop as a key reason for behaviour change. These findings indicate that coaching practice activities can be supported and shaped through the implementation of cocreated workshops wherein coaches collaborate with sport scientists and researchers to bridge the gap between science and application.

The key role of context in team sports training: The value of played-form activities in practice designs for soccer

“…It is reported in the literature that the usage of played-form (versus drill-based) varies between organizations and communities of practice, 86 still preferring activities with focus on execution before problem-solving. [6][7][8]87 These are derived from coaches gaining their knowledge from experience and emulation of peers or coaches they had themselves in the past. 8,87 Despite increasing recommendations in favour of played-from activities made in the literature, the implementation of such approach on a larger scale seems to proceed slowly.…”

“…[6][7][8]87 These are derived from coaches gaining their knowledge from experience and emulation of peers or coaches they had themselves in the past. 8,87 Despite increasing recommendations in favour of played-from activities made in the literature, the implementation of such approach on a larger scale seems to proceed slowly. Whilst soccer federations and similar organization offer coaching education opportunities, it is worth noting here that coaches have also reported that their club or local governing body can also have an impact on practice design, 8 which could help the adoption of played-form practice.…”

“…3 Practice made of diverse variants of the original game, namely 'played-form practice', is needed to increase skill adaptation and transferability of game actions, mainly from training to competition. 4,5 The played form of sport practice is the object of study in the literature in various modalities and is also referred to as 'playing-form' 6,7 or 'game-based' [8][9][10] approaches to practice. This type of activity encompasses small-sided and conditioned games (SSCGs) since it features opposition as a core element of practice.…”

“…The played form of sport practice is the object of study in the literature in various modalities and is also referred to as ‘playing-form’ 6,7 or ‘game-based’ 8–10 approaches to practice. This type of activity encompasses small-sided and conditioned games (SSCGs) since it features opposition as a core element of practice.…”

The developmental activities of skilled youth CONCACAF soccer players and the contribution of their development system

“…Further study is required on the practice activities used by coaches in small/er nations, perhaps by adopting the systematic observation methodology to assess the microstructure of practice activities. This technique has proved very effective in understanding coach behaviours in large/r nations 55,62,63 and how coaches may adopt evidenced-based practice activities that are optimal for skill acquisition in soccer 64 . Moreover, previous studies examining the developmental activities of soccer players from different countries have shown variability in type and amount of activities across development 32,36 , coupled with the lack of examination of developmental activities in small/er less established soccer nations, so these practical implications may not be applicable to all small/er and/or less established soccer nations.…”