How does the modern football goalkeeper train? – An exploration of expert goalkeeper coaches’ skill training approaches

Otte, Fabian W.; Millar, Sarah-Kate; Klatt, Stefanie

doi:10.1080/02640414.2019.1643202

Cited by 39 publications

(44 citation statements)

References 36 publications

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“…In other words, these forms of visual instructional constraints during coaching interventions appear to be particularly effective for athletes acquiring sport-specific and novel movement patterns (i.e., in the Coordination Training stage; Al-Abood et al, 2001a , b ) and athletes seeking to attune to relevant information variables (i.e., in Skill Adaptability Stage). Notably, and based on a single athlete’s intrinsic dynamics, coaches should highlight the existence of a multitude of reliable and dynamically stable movement patterns and solutions for a task ( Newell and Ranganathan, 2010 ); this approach stands in contrast to traditionally advocated idealized technical movement solutions promoted by coaches (e.g., see Otte et al, 2019a , for findings in the specialist soccer goalkeeper coaching context).…”

Section: Part C: the Skill Training Communication Modelmentioning

confidence: 99%

When and How to Provide Feedback and Instructions to Athletes?—How Sport Psychology and Pedagogy Insights Can Improve Coaching Interventions to Enhance Self-Regulation in Training

et al. 2020

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In specialist sports coaching, the type and manner of augmented information that the coach chooses to use in communicating and training with individual athletes can have a significant impact on skill development and performance. Informed by insights from psychology, pedagogy, and sport science, this position paper presents a practitioner-based approach in response to the overarching question: When, why, and how could coaches provide information to athletes during coaching interventions? In an ecological dynamics rationale, practice is seen as a search for functional performance solutions, and augmented feedback is outlined as instructional constraints to guide athletes’ self-regulation of action in practice. Using the exemplar of team sports, we present a Skill Training Communication Model for practical application in the context of the role of a specialist coach, using a constraints-led approach (CLA). Further based on principles of a non-linear pedagogy and using the recently introduced Periodization of Skill Training (PoST) framework, the proposed model aims to support practitioners’ understanding of the pedagogical constraints of feedback and instruction during practice. In detail, the PoST framework’s three skill development and training stages work to (1) directly impact constraint manipulations in practice designs and (2) indirectly affect coaches’ choices of external (coach-induced) information. In turn, these guide practitioners on how and when to apply different verbal instruction methodologies and aim to support the design of effective skill learning environments. Finally, several practical guidelines in regard to sports coaches’ feedback and instruction processes are proposed.

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Section: Part C: the Skill Training Communication Modelmentioning

confidence: 99%

When and How to Provide Feedback and Instructions to Athletes?—How Sport Psychology and Pedagogy Insights Can Improve Coaching Interventions to Enhance Self-Regulation in Training

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“…34 and Otte et al. 35 ), the case study presented in this paper describes the challenges faced in applying key concepts from contemporary skill (acquisition) training theories to GK training. For the professional football GK case study, training examples are drawn from the 2018/2019 season of the U23s team at a German Bundesliga club (i.e.…”

Section: Part 2: Case Study – Football Gk Training In Professional Fomentioning

confidence: 99%

Specialist role coaching and skill training periodisation: A football goalkeeping case study

Otte

Davids

Millar

et al. 2020

International Journal of Sports Science & Coaching

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In sports like association football, professional teams are increasingly devoting resources to the role-based development of individual athletes and sub-groups. By employing ‘specialist coaches’ into athlete-support structures, clubs aim to facilitate individualised athlete training programs to enhance performance preparation as well as skill learning and talent development. Here, we discuss how contemporary pedagogical training approaches, like Nonlinear Pedagogy and the Constraints-Led approach, can enhance effectiveness of specialist role-based athlete development programs to facilitate performance functionality. We argue the need for a model of specialist role-based coaching practice in high performance sports organisations, based on a unified theoretical rationale, such as ecological dynamics. To exemplify the nature of specialist role-based coaching, a case study addresses how Nonlinear Pedagogy and Constraints-Led approach are being used for training professional football goalkeepers in an U23 years age group. Integrating key concepts from ecological dynamics, allied to principles of Nonlinear Pedagogy and the Constraints-Led approach, common skill training principles for specialist role coaches are highlighted. These illustrate the use of the recently introduced ‘Periodization of Skill Training’ framework for specialist role coaching, practically exemplifying a way to harness opportunities for performance enhancement and individualised talent development in the football goalkeeping context.

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“…The case study of football goalkeeper (GK) training is drawn from a professional club in Europe during the 2020 season and driven by previous research on skill acquisition in goalkeeping (see [22,23]). To further highlight benefits of applying a DoM structure to intra-organisational player development processes, the case study outlines a weeklong training and game programme for two professional U23s age group GKs (see [1] for a related GK case study and an elaboration on the U23s context).…”

Section: Case Study 2: Goalkeeping In Association Footballmentioning

confidence: 99%

“…Notably, the goalkeeperspecific training parts were co-designed with further members of the coaching staff (i.e., head coach, assistant coaches and performance analysts), partly incorporated outfield players and were tailored towards the team-based training parts Fig. 3 Annotated examples of pre-and post-training documentation including (a) the skill training focus according to a skill training periodisation plan (i.e., top part; see [22]); (b) the measurement of perceived physical well-being (i.e., the middle-left graph for goalkeeper 1 and middle-right graph for goalkeeper 2) and (c) the exemplary physical output data on each goalkeeper's training loading (i.e., the bottom-left graph for goalkeeper 1 and bottom-right graph for goalkeeper 2). Notably, the data shown in the graphs is only representative of that usually collected by sport scientists and coaches in high-performance training environments scope of this paper, please see annotations and descriptions in Fig.…”

Section: Case Study 2: Goalkeeping In Association Footballmentioning

confidence: 99%

Specialist Coaching Integrated into a Department of Methodology in Team Sports Organisations

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With increasing resources in sports organisations being allocated to the development and preparation of individual athletes and sub-groups with specialist performance roles, the work of coaches, specialist (role) coaches and support staff needs to be functionally and coherently integrated. This integration of sport science support and coaching can be administered by staff in a Department of Methodology (DoM). Particularly, in this paper, we propose how specialist coaching can be situated in a DoM, presenting a model advocating effective functioning in high-performance team sports organisations. Using principles of ecological dynamics, we provide a rationale for a functional methodology for the design of practice tasks in a DoM that views learners as wayfinders, self-regulating their way through competitive performance environments. This rationale for athlete self-regulation in practice could improve athlete performance by enhancing problem solving, engagement with constraints of learning designs and supporting better attunement to contextual information abundant in a competitive environment. Finally, by introducing this unified and multidisciplinary DoM, specialist coaches, team coaches and sport science support staff, within the organisational structure, can collaboratively debate and co-design individualised athlete training programmes to enrich skill adaptability and performance functionality. To underline these contentions, three high-performance sport case studies from Australian Football: goalkeeping in Association Football and Rugby League are presented.

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How does the modern football goalkeeper train? – An exploration of expert goalkeeper coaches’ skill training approaches

Cited by 39 publications

References 36 publications

When and How to Provide Feedback and Instructions to Athletes?—How Sport Psychology and Pedagogy Insights Can Improve Coaching Interventions to Enhance Self-Regulation in Training

When and How to Provide Feedback and Instructions to Athletes?—How Sport Psychology and Pedagogy Insights Can Improve Coaching Interventions to Enhance Self-Regulation in Training

Specialist role coaching and skill training periodisation: A football goalkeeping case study

Specialist Coaching Integrated into a Department of Methodology in Team Sports Organisations

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