número 31, edición especial. e-issn:...

3RD INTERNATIONAL CONFERENCE OF FOOTBALL. Nº 31, EDICIÓN ESPECIAL. E-ISSN: 2659-8930

Número 31, edición especial. e-ISSN: 2659-8930


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ACTIVIDAD FÍSICA Y DEPORTE:

CIENCIA Y PROFESIÓN

nº 31, EDICIÓN ESPECIAL 2019


e-ISSN: 2659-8930 Depósito Legal: V-2941-2001 Periodicidad: Edición Especial 2019 Revista arbitrada e Catálogo Latindex indizada y registrada en: ISOC (CINDOC)

DICE Dialnet IN-RECS SportDoc Index Copernicus MIAR

Actividad Física y Deporte: Ciencia y Profesión es una publicación plural y abierta y no se hace responsable de las opiniones expresadas por sus colaboradores. Reservados todos los derechos. Ninguna parte de este libro puede ser reproducida en cualquier forma o por cualquier medio, electrónico o mecánico, incluyendo fotocopiadoras, grabadoras sonoras, etc..., sin el permiso escrito del editor.


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Actividad Física y Deporte: Ciencia y Profesión nº 31, EDICIÓN ESPECIAL 2019 Edita:Ilustre Colegio Oficial de Licenciados en Educación Física y en Ciencias de la Actividad Física y el deporte de la Co munidad Valenciana Director de la Revista: Higinio González-García (Col. 57.373) Director del Comité Científico: Cristina Monleón García (Col. 53.306) Miembros del Comité Científico:

Área Dirección y Gestión Deportiva Dr. Vicente Añó Universidad de Valencia [email protected] Dr. Ferran Calabuig Universidad de Valencia [email protected] Dr. Pepe Crespo Universidad de Valencia [email protected] Dr. Juan Mestre U. Católica de Valencia [email protected] Dr. Antonio Campos Izquierdo U. Politécnica de Madrid [email protected]

Área de Educación Física Dr. Pere Molina Universidad de Valencia [email protected] Dr. Manuel Monfort Universidad de Valencia [email protected] Dr. Carlos Pérez U. Católica de Valencia [email protected] Dra. Mónica Martín U. Católica de Valencia [email protected] Dra. Laura Ruiz U. Católica de Valencia [email protected] Dr. David González-Cutre Coll U. Miguel Hernández [email protected] Dr. Alberto Gómez Marmol Universidad de Murcia [email protected] Dr. Manuel Gómez López Universidad de Murcia [email protected] Dra. Mª Dolores González Rivera Universidad de Alcalá [email protected] Dr. Alfonso Valero Valenzuela Universidad de Murcia [email protected] Dr. José Ignacio Menéndez Santurio Universidad de Oviedo [email protected] Dr. Palma Chillón Garzón Universidad de Granada [email protected] Dr. Jesús López Bedoya Universidad de Granada [email protected] Dr. Eliseo García Cantó Universidad de Murcia [email protected] Dr. Vicente Miñana Signes Universidad de Valencia [email protected]

Área de rendimiento deportivo Dr. Carlos Pablos U. Católica de Valencia [email protected] Dr. Rafael Sabido Solana U. Miguel Hernández [email protected] Dr. Rafael Martín Acero Universidad de La Coruña [email protected] Dra. Esther Blasco U. Católica de Valencia [email protected] Dr. Didac Navarro U. Católica de Valencia [email protected] Dr. José Luis Hernández Davó U. Miguel Hernández [email protected] Dr. Javier Raya González Universidad Isabel I [email protected] Dr. Rubén Maneiro Dios U. Pontificia de Salamanca [email protected] Dra. Gema Torres Luque Universidad de Jaén [email protected] Dr. Bernardino Javier Sánchez-Alcaraz Universidad de Murcia [email protected] Dr. Raúl López-Grueso U. Miguel Hernández [email protected] Dr. Antonio García de Alcaraz U. Politécnica de Madrid [email protected] Dr. Manuel Moya Ramón U. Miguel Hernández [email protected] Dr. Javier Villar Aura Universidad de

Valencia [email protected]

Dr. Samuel Pullinger Aspire Academy Qatar [email protected] Dr. Francisco Pradas De la Fuente Universidad de

Zaragoza [email protected]

Dr. Manuel Moya Ramón U. Miguel Hernández [email protected] Dr. Alfonso Trinidad Morales U.Francisco de Vitoria [email protected]

Área Ejercicio Físico y Salud Dr. Javier Molina Universidad de Valencia [email protected] Dr. Juan Tortosa Universidad de Alicante [email protected] Dr. Vicente Beltrán Carrillo U Miguel Hernández de Elche [email protected] Dr. Alejandro López Valenciano U. Miguel Hernández de Elche [email protected] Dr. David Barbado Murillo U. Miguel Hernández de Elche [email protected] Dr. Diego López Plaza U. Miguel Hernández de Elche [email protected] Dr. Pedro Ángel López Miñarro Universidad de Murcia [email protected] Dr. Ernesto De la Cruz Universidad de Murcia [email protected] Dr. José Luis López Elvira Universidad Miguel Hernández [email protected] Dr Esteban Romero Jiménez U. Católica de San Antonio [email protected]

mailto:[email protected]





































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Área Deporte Recreativo Dra. Ana Pablos Monzó U. Católica de Valencia [email protected] Dr. Eduardo Segarra Vicéns U. Católica San Antonio de Murcia [email protected] Dr. Juan Antonio Moreno Universidad Miguel Hernández [email protected]

Área Psicología del Deporte Dra. Antonia Pelegrín Muñoz U. Miguel Hernández [email protected] Dra. Irene Checa Esquiva Universidad de Valencia [email protected] Dr. Enrique Cantón Chirivella Universidad de Valencia [email protected] Dr. José Carlos Jaenes Sánchez Universidad Pablo de Olavide [email protected] Dr. Félix Arbinaga Ibarzabal Universidad de Huelva [email protected] Dr. Enrique Garcés de Los Fayos Universidad de Murcia [email protected] Dr. David Peris del Campo Universidad de Valencia [email protected] Dra. Eva María León Zarceño U. Miguel Hernández [email protected] Dr. Eugenio Pérez Córdoba Universidad de Sevilla [email protected] Dr. Roberto Ruiz Barquín U. Autónoma de Madrid [email protected] Dr. Aurelio Olmedilla Zafra Universidad de Murcia [email protected] Dr. Joaquín Dosil Universidad de Vigo [email protected]

Redacción, administración y distribución: Ilustre Colegio Oficial de Licenciados en Educación Física y en Ciencias de la Actividad Física y del Deporte de la Comunitat Valenciana. Calle Paseo el Rajolar, 5 acc. 46100 BURJASSOT (Valencia). Telf. 96.363.62.19 – Fax.: 96.364.32.70 [email protected]


















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MONOGRÁFICO: 3RD INTERNATIONAL CONFERENCE OF FOOTBALL: TRAINING METHODS AND SOCIAL

ISSUES .................................................................................................................... 7

Welcome & Introduction ............................................................................................... 9

Committees ............................................................................................................ 10

Road to World Cup 2022: Mexico Project ...................................................................... 13

Performance Analysis in Football ............................................................................... 14

LaLiga Sport Projects International Development ............................................................ 15

Evolution and development of our formative process ........................................................ 16

Formative process of the football player by Valencia CF .................................................... 17

Villarreal CF. Developing people ................................................................................ 18

Methodological, pedagogical & didactic exchange with the player. Optimization of the decisión-

making system in youth football. ............................................................................... 19

The art of planning in football .................................................................................. 24

Periodization and programming of training base on the game: application in a football academy.... 25

Monitoring Training Load & Recovery in Elite Soccer: The case of a National Team in 2018 FIFA Russia

World Cup .......................................................................................................... 26

Movement Efficiency Screening and Training in Football .................................................... 28

Creatine Supplementation for Young Football Players ....................................................... 29

Monitoring of load in athletes of a league of the Brazilian championship................................. 30

Football, Politics and Soft Power ............................................................................... 31

South American Football. Unlimited Passion .................................................................. 32

Mental Load and Fatigue in Football: Current Knowledge and practical applications. .................. 33

Symbolic communication in football ............................................................................ 34

The organization of youth football in Iceland: Impact on players and role of the coaches ............. 36

Young football player’s selection: there is a biological bias? ............................................... 37

PARTICIPANT´S SCIENTIFIC CONTRIBUTIONS ...................................................................... 38

Health and Psychology of Football ................................................................................. 39

Is collective and individual sacrifice important to get a resilient team? .................................. 40

Effect of the type of coach feedback on mental load in soccer. ........................................... 42

Influence of soccer practice in the quality of life in adult men and women.............................. 44

Relationship between Goal Orientation, Sports Values and Emotions in Soccer.......................... 46

MONOGRÁFICO: 3RD INTERNATIONAL CONFERENCE OF FOOTBALL: TRAINING METHODS AND SOCIAL ISSUES


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Analysis of attention level among youth elite Brazilian football athletes ................................. 48

Match Analysis & Tactical Performance in Football .............................................................. 50

Analysis of the success at the disposition of the ball of a football team (U14) .......................... 51

Decreasing physical activity during successive matches at the World Cup held in Russia in 2018? The

effect of three consecutive matches played with extra time ............................................... 53

The Influence of the Relative Age Effect on the Position and Technical-Tactical Performance in Elite

Level Football Academies ........................................................................................ 55

The match running performance of players on three different competitive standards in Norwegian

soccer. .............................................................................................................. 57

Nutrition, Physiology an Injury Prevention in Football .......................................................... 59

Differences on hip flexion ROM in hamstrings injured vs. not injured U15 - U18 football players ..... 60

Villarreal CF injury prevention program: the use of footwear according to the type of field .......... 62

A Novel Slide Vibration Board for Anterior Cruciate Ligament Rehabilitation ............................ 64

Sociology, Media and Marketing Football .......................................................................... 66

Aggressive behaviour and violence spectators in the stadiums of Football in Algeria: Psycho-

sociological study ................................................................................................. 67

Training Methodology & Applied Training Experiences .......................................................... 69

A case study of Florø Fotball: From grassroot `s football to top football with a local profile ......... 70

Environments effect on talent development: A case study ................................................. 72

Soccer Depredagol-5 .............................................................................................. 74

Methodology, Strength and Conditioning and Testing in Football .............................................. 75

Impact of Plyometric and Resistance Training on Selected Fitness Variables among .................... 76

Effect of maturity offset on match load and recovery post-match in youth soccer players ............ 78

Effects of available time on physical load at soccer training ............................................... 80

Relative age effect on physical fitness and academical achievement in youth elite football .......... 82

Effects of bilateral or unilateral training program on maximal strength performance in young soccer

players .............................................................................................................. 84

Is performance in jumping protocols correlated to the ability to perform technical actions in soccer?

....................................................................................................................... 86

Analysis of the external load on young, 7-a-side soccer players using a 1-2-3-1 system ................ 88

Design of a linear regression model based on accelerometric and electromyographic data to control

the internal workload in football ............................................................................... 90

NORMAS PARA LOS COLABORADORES ............................................................................... 92

NORMAS PARA LOS COLABORADORES ........................................................................... 93


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Florentino Huertas, Frode Telseth & Rafael Ballester

Chairs of the Organizing Committee of 3rd International Conference of Football

On behalf of the Organizing Committee, we would like to welcome you to the “3rd International

Conference of Football: Training Methods and Social Issues”.

After our 2016 and 2017 previous editions, and trying to improve the quality of the event, our biannual

conference aims to consolidate as an international event aimed to promote the exchange of professional

experiences and innovations in the field of football & science.

In this edition of the conference we have exceeded our expectations about attendance. More than 200

students, professors, researchers and football coaches from 25 different countries have participated at

the conference.

The 3rd International Conference of Football has included presentations delivered by around 30 prestigious

researchers and coaches. Their methodological proposals, experiences and findings have been presented

in different plenary sessions and expert panels. Furthermore, 25 young researchers have presented their

research and professional experiences during the poster sessions of the conference.

We would like to express our immense gratitude to all the contributors and members of the six research

areas of the scientific committee. This conference will provide us with the opportunity to reinforce

professional relationships that will promote the development of future editions of the conference.

On behalf of the organizing committee we would like to thank the two universities involved in the

organization of the conference, the Catholic University of Valencia and the University of Southeast

Norway. We would like to express also a special gratitude to the Faculty of Physical Education & Sport

Sciences and the colleagues from the different departments of the UCV collaborating in the organization.

In the same vein, we would like to express our acknowledgements to the official sponsor of the conference

(Realtrack Systems WIMU) and all the partners (Levante UD, Valencia CF, Villarreal CF, Norwegian Football

Coaches Association, Telemark Toppidrett Gymnas, Global Soccer, Longomatch…) for their support in the

organization and promotion of the conference.

Finally, we appreciate very much the great collaboration of the Colegio Oficial de Licenciados en

Educación Física de la Comunidad Valenciana (COLEFCV) for publishing the Conference Proceedings and

the Valentian (FFCV) and Real Spanish Federation of Football (RFEF) for disseminating the conference.

We encourage you all to participate in future editions of the conference to keep sharing knowledge about

football.

We wish to welcome you again in Valencia in 2021!

Welcome & Introduction


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Chairs of Organizing Committee

Florentino Huertas Rafael Ballester Frode Telseth

Members of the Organizing Committee

Consuelo Moratal Javier Zahonero Luis Esteban Nils Asle Bergsgard Richard Giulianotti Hans Hognestad Juan Florit Pablo Vidal

Victor Sanchez Eduardo Mata Jose Vte Sánchez-Alarcos Hector Esteve Amparo Bargues Jaime Tortosa Jonathan Gazquez Raul Valdecabres

Antonio Tessitore

Scientific Committee

Health and Psychology of Football

Chair: Tomas Garcia-Calvo- Universidad de Extremadura Ana Pablos- Catholic University of Valencia

William G. Taylor- Manchester Metropolitan University / Laura Elvira- Catholic University of Valencia Maria Fargueta- Catholic University of Valencia/ Monica Martín- Catholic University of Valencia

Yolanda Moreno-Catholic University of Valencia

Nutrition and Physiology of Football

Chair: Marco Machado- Fund. Univ. de Itaperuna UNIG Consuelo Moratal- Catholic University of Valencia / Eraci Drehmer- Catholic University of Valencia Pascual Casañ- Catholic University of Valencia / Maria Luz Moreno- Catholic University of Valencia

Match Analysis & Tactical Performance in Football

Chair: Claudio Casal- Catholic University of Valencia Ana de Benito- Catholic University of Valencia / Hugo Blanco-La Liga LFP /

Jose Vicente Sánchez-Alarcos - Catholic University of Valencia

Sociology, Media and Marketing of Football

Chairs: Nils A. Bergsgard- Univ. of South-Eastern Norway &Richard Giulianotti- Loughborough Univ. Prof. Hans Hognestad – Univ. of South-Eastern Norway / Robyn Jones- Cardiff Metropolitan University Ramón Llopis Goig- Univ. de Valencia / Even Smith Wergeland- Oslo School of Architecture & Design

Sara Martínez- Catholic University of Valencia / Eugenia Garcia- Catholic University of Valencia Concepción Ros- Catholic University of Valencia

Strength and Conditioning and Testing & Injury Prevention in Football

Chair: Florentino Huertas- Catholic University of Valencia Francesc Llorens- Univ. Internacional de Valencia / Antonio Tessitore- Univ. Di Roma "Foro Italico" /

Laura Ruiz- Catholic University of Valencia / Marta Martín- Catholic University of Valencia Cristina Monleon- Catholic University of Valencia

Training Methodology & Applied Training Experiences

Chair: Rafael Ballester- Catholic University of Valencia Alba Praxedes- Nebrija University / Ibon Etxezeara- University of Basque Country

Laura Jimenez- Catholic University of Valencia / Joaquín García- Catholic University of Valencia Carlos Sanchis- Catholic University of Valencia

Committees


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Organizers, Sponsors & Partners

Organizers

Official Sponsor

Partners


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INVITED SPEAKERS


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Peter Demopoulos

Realtrack Systems Almería SPAIN

[email protected]

Keywords: Football, Load monitoring, EPTS technology.

Abstract: Load monitoring of elite team sports can be considered challenging due to the nature of the

competitive season demands that are reflected in the diverse training design (Halson, 2014). In soccer,

technical, tactical and physical elements need to be embedded in a performance model in order to

produce the intended adaptations for the players (Buchheit & Simpson, 2017). Physiological changes and

movement patterns can be assessed through portable EPTS units (Bourdon et al., 2017). Monitoring elite

soccer players can provide position-specific insight that in turn can aid in training design based on the

match profile of each player (Bloomfield, Polman, & O´Donoghue, 2007). The Mexican Football Federation

has chosen RealTrack Systems SL as the provider of GPS/LPS player performance monitoring technology

through the WIMU PRO System. The Mexican Project involves the strategic decision of the Mexican Football

Federation to implement the WIMU PRO system in the 18 football clubs of La Liga MX, the 15 football

clubs of La Liga Ascenso, 33 Football Referees and the 8 National Football Teams. The Mexican Football

Federation aims to improve the performance of the National Team in the 2022 World Cup with view of

greater achievements in World Cup 2026 as one of the host nations. This unprecedented project therefore

has one clear objective, to build the data driven profile of the Mexican football player. Further, the

performance staff embedded in the professional clubs have access to this information and develop skills

that will ensure they will benefit from all the contemporary advancements in their respective fields. The

data provided by WIMU PRO is channelled to the Center of Innovation and Technology of the Mexican

Football Federation. This entity is tasked with garnering insight from the information collected on a daily

basis. The presentation will explore the synergies and advancements that Mexican Football has achieved

through the use of the WIMU PRO System.

References:

Halson, S. (2014). Monitoring training load to understand fatigue in athletes. Sports Medicine, 44(2), s139-

47.

Bloomfield, J., Polman, R., & O´Donoghue, P. (2007).Physical demands of different positions in the FA

Premier League soccer. Journal of Sports Science & Medicine, 6(1), p63-70.

Bourdon, P., Cardinale, M., Murray, A., Gastin, P., Kellmann, M., Varley, M., Gabbett, T., Couts, A.,

Burgess, D., Gregson, W., & Cable, N. (2017). Monitoring athlete trainig loads: consensus

statement. International Journal of Sports Physiology and Performance, 12(2), s 2161-170.

Buchheit, M, & Simpson, M. (2017). Player-Tracking technology: half-full or half-empty glass?

International Journal of Sports Physiology and Performance, 12(2), s235-41.

ROAD TO WORLD CUP 2022: MEXICO PROJECT



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Jaime Sampaio, Diogo Coutinho & Bruno Gonçalves

Research Centre in Sports Sciences, Health Sciences and Human Development, CIDESD, CreativeLab

Research Community, University of Trás-os-Montes e Alto Douro

[email protected]

Keywords: Complex systems, synchronization, positional data, technology.

Abstract: Performance analysis has always been a hot topic in sports sciences. Particularly in football,

the field started with manual notational analysis, that provided descriptions, mostly related to the

quantity of actions that occurred during the match. Although useful, the provided analysis lacked to

account for several important issues in performance like, for example, its complex and dynamic nature

(Memmert et al, 2017). In the last years, the available technology has provided instruments that allow to

capture player location with high-precision, creating new possibilities to analyse performance. At first,

this evolution created severe problems due to the quantity of data available to be processed. Currently,

sports scientists have made an huge effort to accommodate these new needs by developing new variables,

process big data and create coach-friendly visualizations. Therefore, performance analysis is starting to

be integrated into a wider model and framework of the training process, exploring the interactions

between physical, technical and tactical dimensions at different time scales (drill, training unit, week,…)

and landscapes (nano, micro, meso and macro). In this new era, the usage of positional data is becoming

particularly interesting, in a way to capture how the players use holistic match information from the

teammates, opponents and all the environment to accomplish specific individual and collective goals.

References:

Memmert, D., Lemmink, K., & Sampaio, J. (2017). Current Approaches to Tactical Performance Analyses

in Soccer Using Position Data. Sports Medicine, 47(1), 1-10. doi:10.1007/s40279-016-0562-5

PERFORMANCE ANALYSIS IN FOOTBALL



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Hugo Blanco Pita & Juan Florit Zapata

LaLiga

[email protected] / [email protected]

Keywords: LaLiga, international project, youth football.

Abstract: LaLiga Sport Projects Department was created in 2015 as one of the pillars taking part in the

international development strategy of the Spanish football institution.

Since then, the main goal has been to bring the knowledge gained throughout the years by the most

talented Spanish Football League - LaLiga - professionals, to the world's countries and continents,

encouraging and disseminating LaLiga’s values and image through the development of training and sport

projects aimed at promoting the Spanish football culture and LaLiga’s methodology and know-how.

The projects and actions that we develop, implemented and undertaken across the five continents, have

a distinctively multi-disciplinary nature, which can be grouped into four main fields of intervention:

1. Sport Advisory and Consultancy Services

2. Youth Football Development Programs

3. Training Actions

4. New Technologies

Since its implementation, more than 400 Spanish coaches have worked in 180 different projects (from

initiation and educative/recreational levels to high performance empowerment) executed in 35 different

countries, training more than 9.500 coaches and an estimate of 120.000 young players.

Considering the diverse and complex contexts and realities we need to face (different countries, cultures,

targets, resources, goals, etc.), adaptation and empathy are key factors in the success of our projects.

Finally, LaLiga Methodology basics and fundamentals stand out as our roadmap and “raison d’être”, and

so, its implementation needs to be ensured by means of the establishment of solid and rigorous control

and assessment processes and protocols every coach has to accomplish following LaLiga headquarters

(Madrid) instructions.

LALIGA SPORT PROJECTS INTERNATIONAL DEVELOPMENT


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Pablo Rota

Methodology Director Levante UD.

Levante UD

[email protected]

Keywords: Programmes, responsibility, game, team, strategic

Abstract: Levante´s youth academy works to get a main goal; the goal of the club is to form talented

young players into professional football players. The first team is the big challenge, only the very best

will reach the top after a difficult and often long road.

When we talk about football, we think about lifestyle and all relations between different determining

factors (technical skills, tactical skills, physical skills and psychological skills).

The most important point for us is the capacity to know personalities and characters of the players. It is

a challenge to dominate every aspect in all evolutive steps. Of course, we need good players, but, if you

have good players and you don´t prepare a good way for them, you are going to have less probabilities to

find the success. For that, is very important to know them for adapt day after day.

From our point of view, we trust in a complex model which must be adapted to the players. We work with

different ages and its demand us a great labour to adapt them. We have a vision to educate talented

young footballers on and off the pitch and to do so in a facility supported by the best coaches and coaching

programmes.

We could to say that our process is based in a natural logic. We trust the kids will be the best friends of

the ball, as time goes by, they must understand the game and its different moments.

The sport organization in the academy is formed by different professional departments, methodology,

coordination of F11 and F8, Physical training, psychology area, goalkeeper area, scouting, video analysis,

academy director. All of them formed a structure to work together and their greatest responsibility is

making the best decisions for the marked goals are met.

From the game, by the player, for the team. This is our strategic line that guides us on the way. A road

where we are forced to take care of the details.

EVOLUTION AND DEVELOPMENT OF OUR FORMATIVE PROCESS


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Jordi Hidalgo Ivars

Methodology Department of Valencia CF

[email protected]

Keywords: Decision-making, Football, Induction, Constructivism, Learning process.

Abstract: Football is a collective sport conformed by individuals and our job is optimize the decision-

making process of these footballers. We start evaluating conducts in three different ways: task to do,

capacities of the players and environment where emerges these conducts. All of this conform the long-

term development player program (LTPDP). Secondly, we intervene with our formation style during all

the trainings (pre-session, session and post-session) based on Constructivism and Inductive perspective

and supported by positive emotional environment.

References:

Avilés, C., Ruiz, L. M., Rioja, N., Navia, J. A., & Sanz, D. (2014). La pericia perceptivo-motriz y la

cognición en el deporte: Del enfoque ecológico y dinámico a la enacción. Anales de Psicología,

30(2), 725–737. doi.org/ 10.6018/analesps.30.2.158611

Canadian Soccer Federation. (2005). Canadian Sport for Life: Long-Term Athlete Development Resource

Paper. Ottawa: Canadian Sport Centres.

Piaget, J., & Inhelder, B. (2007). Psicología del niño. Madrid: Ediciones Morata SL.

FORMATIVE PROCESS OF THE FOOTBALL PLAYER BY VALENCIA CF


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Enrique Parra

Villarreal C.F.

[email protected]

Keywords: Development, contexts, independent, process, goal settings.

Abstract: At Villarreal C.F, we are extremely interested in the all-round education and development of

our players; for this reason, the training of our coaches plays a key role in helping us achieve our proposed

objectives. Because of this, our Methodology and Psychology Departments carry out a programme of

comprehensive training for players and coaches, in which the main goal is to prepare coaches and make

them capable of creating enriching learning environments for their players.

The entire formative process is directed towards generating different learning contexts which will help

the young player to be independent (responsible for their formative process), to understand the game (to

be able to adapt to different and changing situations that arise within the game) and formed in regards

to values (to see and experience different lifestyles from their own and develop their values and prosocial

behaviours).

When carrying out the process of improving our players, it is extremely important to know that for

Villarreal C.F., football is a complex sport, as it ‘exhibits properties or behaviour that cannot be deduced

from the individual parts separately. It is irreducible.” (Balagué & Torrents, 2011)

One of the techniques used to improve our young footballers is the setting of goals proposed by Locke

(1968). Within this technique, we can find the three stages that we use to divide the work we do with

each player: analysis, plan of action and evaluation.

During these last three seasons, more than 100 coaches have taken part in continuous training carried out

by the Methodology and Psychology Departments, adapting their content to the needs of our coaches and

players.

All of this is done with the purpose of developing people, so that aside from whether they become

footballers or not, they will be people who are aware of different ways of life within our society and who

are ready for the different events that they will face in their futures.

References:

Ballester, R., Huertas, F., Yuste, F. J., Llorens, F., & Sanabria, D. (2015).The relationship between regular

sports participation and vigilance in male and female adolescents. PloS one, 10(4), e012389

Balagué, N., & Torrents, C. (2011). Complejidad y deporte. Inde. Barcelona

Locke, E. A. (1968). Toward a theory of task motivation and incentives. Organizational behavior and

human performance, 3(2), 157-189.

VILLARREAL CF. DEVELOPING PEOPLE


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Isaac Guerrero & Xavier Damunt

FC Barcelona

[email protected]

Keywords: Emotionally prioritized emergency, implicit learning, decision-making, soccer, football, team

sports, flow, constraint, sensation-action cycle, non-linear pedagogy, dynamic systems.

Abstract: Preliminary considerations. Through the analysis of football both at the general level of

competition and at the level of individual matches we can confirm that unpredictability constitutes the

defining characteristic of the sport. Football is based on a series of perceptual-cognitive demands. These

form the basis of our intervention as coaches since the tasks and play situations in football are

predominantly perceptual-cognitive and take place in a constantly evolving setting. Before this observable

reality, there is a clear answer as to what the backbone of our methodology should be: the optimization

of this decision-making system in an attempt to overcome upon the traditional PAD + E (Perception –

Analysis – Decision + Execution) and allow for concepts such as cognition, emergence, emotion, etc.

(Damunt & Guerrero, 2018), which are closely linked to neuro training.

Essentially, we’re talking about adapting to the reality of football, which, if not the most complex of all

sports, ranks high among them. As far as we’ve been able to observe, football is the sport with the highest

degree of uncertainty; it is a chaotic discipline for two main reasons:

- Coordination is executed by a non-dominant limb: the legs. This point alone is already a clear

indication of just how complicated it may be for players to take decisions in advance, to

anticipate decisions, at least in close proximity to the ball.

- The same non-dominant limb in charge of executing the coordinative structure of the motor

action is, at the same time, also responsible for moving the body through space and shifting its

axis.

These two points justify the impossibility of basing our adaptation of football-specific decision-making on

processes of anticipation of decisions. In other words, we must train our players to handle the implicit

variability inherent to our sport, and we can do so through implicit learning. We’ll attempt to structure

the optimization of what is commonly referred to as players’ “instinct”, which is absolutely capable of

undergoing training and processing in order to improve players’ “reactions” in close proximity to the ball

(spaces of intervention and mutual assistance). It would be beneficial to help players build their

intervention based on their feelings within these spaces of operational action – feelings that are crucial

to the immediacy of the motor solutions demanded by this unpredictable sport that does lend itself to

the projection of preliminary, tactical solutions.

Decision-making. When dealing with how the decision-making system of our players works, a good starting

point would be understanding that, as we’ve already mentioned, rather than choices (the old PAD + E

process) we should be talking about emergences, decisions that come to pass “instinctively” or

emotionally prioritized. As regards PAD + E, until now the decision-making system has been interpreted

from a rather Cartesian and reductionist point of view, also in football. Recent studies on the matter have

demonstrated that this does not happen in football. By taking a closer look at the complex reality of our

METHODOLOGICAL, PEDAGOGICAL & DIDACTIC EXCHANGE WITH THE PLAYER. OPTIMIZATION OF THE DECISIÓN-MAKING SYSTEM IN YOUTH FOOTBALL.


20

sport, we can speak of a perception-action cycle in which both processes not only occur at the same time

but also interact with each other (through self-organization), thus leading to the emergence of a given

decision without the mediation of a managing body (adapted from Pol, 2011). When designing our training

tasks, it’s also important to bear in mind the emergence system for emotions and the processes of re-

adaptation and somatic marking (Damunt & Guerrero, 2018). In short, we must respect a key aspect of

our interaction with players: flow, which is stimulated by implicit learning (Guerrero & Damunt, 2017).

In addition to these ideas, it’s important to remember that action – especially in spaces of intervention –

is often taken unconsciously and the result thereof is later consciously assessed. Pol (2011) points out that

brain activity on the plane of consciousness appears on average 206 m after muscular activity begins in

“decision-making” situations.

Contextualized and constrained intervention

Taking into consideration Professor Seirul•lo’s thoughts, there is a fundamental principle that we must

adhere to when interacting with players: the prioritization of structural modifications of tasks and

procedures over the use of verbal and gestural corrections and instructions. The first, incite players to

adopt certain behaviour required for the task, thus giving rise to deep adaptive learning that is much

more resistant to time, space and mental pressure.

Rather than instructions, key points, we speak of reflection guidelines that will help players think about

their motor execution. The number of objectives (key points) to be considered through such guidelines

should be limited to eight per regular session (75’), for example, and can, of course, be reduced even

more so depending on the quality and efficiency of the constraints and variables used during the session.

To optimize this training process, it’s also important to bear in mind the need to limit intervention from

coaches through instructions (key points) that enhance declarative learning (knowing how to articulate

behaviour or describe the tactical or coordinative problem, etc.) rather than procedural learning (knowing

how to behave in a certain way or how to solve a certain tactical or motor problem, etc.). But the main

source of information should not be verbal instructions from the coach but rather what players perceive

from the context designed by the coach, which should be duly constrained so that players repeatedly find

themselves in the situations meant to optimized. In this regard, provocative rules created for the

acquisition of content are much more important than guidelines for reflection and, especially,

instructions. Our goal is to create a predominantly implicit, rather than explicit, process based on task

variations rather than instructions from the coach.

In addition to increasing athletes’ autonomy, it has been demonstrated that implicit learning guarantees

greater retention, stress management and adaptation to change (Liao & Masters, 2002). Applying these

methodologies leads coaches and athletes to develop new skills that allow the former to transfer control

and power to the latter in favour of their autonomy and self-management (Sebastiani & Blázquez, 2012).

The instructions given by a coach or feedback offered by a trainer often fail to achieve the desired results.

This is because intentions and conscious control of movement are mere constraints that intrinsically and

extrinsically interact with the task (adapted from Seifert & Davids, 2012) and are usually ineffective or

COMPREHENSIVE,

NON-LINEAR

PERSPECTIVE

IMPLICIT

PROCESS

CONSTRAINT-

BASED


21

insufficient in the creation of new, efficient synergies that allow players to adapt to the tactical and

motor demands of the game (adapted from Balagué, Torrents, Pol & Seirul•lo, 2014). Professor Balagué

adds that instructions and orders promote the connection between intention and action or instruction and

action rather than between perception and action. This limits the efficiency and autonomy of players

during competition and even leads to higher rates of injury since it generates a lack of motor coordination

that results in, in the best case scenario, losing the ball or, in the worst case scenario, potential injuries

as players’ decisions come into critical conflict with the coaches’ instructions at the time of execution.

Sometimes giving instructions matches the intention of the player and corresponds with the demands of

the game but when it doesn’t, the player receives a double constraint (that of the game or the player’s

intention and that of the coach’s intention). A coach’s instructions may conflict with the individual

possibilities of players and their internal logic. In such cases, we’re creating a conflict within the player

and failing to respect his feeling-action cycle (Guerrero & Damunt, 2017).

At this point, we must ask: are we constraining the player to facilitate the emergence from himself of

naturalized behaviours adapted to the proposed situation? Or are we limiting his actions so that only those

we deem valid based on our game model come to pass? As training coaches, we must ensure that

provocative rules don’t lead players to play by the rule, focusing their intervention on the didactic content

and the tactical behaviour at hand, but that they lead players to adapt to the context – and also adapt

the context to players.

Facilitating contexts (such as through provocative rules or by establishing numerical superiorities, etc.) is

different than simplifying contexts by proposing a combination play, for example. We must be adept at

creating learning contexts, not at teaching our players but at allowing them to learn through constraints,

thus enhancing the emergence of new adaptive behaviour. It would also be interesting to avoid providing

too much stability during tasks. It’s good to change aspects such as superiorities and inferiorities, how

and who kicks off the play, when a repetition ends, what information is offered and what is not, to allow

for greater possibilities of exploration during a given task or training session. “Coaches must use non-

linear teaching, that is, they must consider constraints within the learning process to promote the

development of skills in the individual, thus turning coaches into facilitators of exploration activities in

the search for the most appropriate solutions to the problem at hand” (Damunt, Guerrero & López, 2016).

Conclusion: It is well known that players must react during a match, at least when in close proximity to

the ball, where it is not possible to take decisions in advance using the old PAD process as there is simply

OBJECTIVE: SCORE

GOAL/WIN

OBJECTIVE NOT FOCUSED

ON PLAYING WITHIN THE

INTERLINEAR SPACE, FOR

EXAMPLE

COMPETITIVE

CONTEXTUALIZATION


22

not enough time. In these spaces, players must practice with regard to their emotions, implicit learning,

etc. Coaches must allow and promote players’ flow so they can take decisions based on their instinct and

intuition. Although the case has often been made that such elements are part of a player’s DNA, they are,

in fact, potentially trainable.

We must teach through implicit learning and take the emotional path, since it results in a much deeper

type of learning that is much more resistant to the characteristic time and space pressures of football, in

front of other types of learning, such as repetition, memorization, teaching methods based on instructions

and demonstrations from the coach, repetitions, significative learning, modelling, etc. We must break

away from these linear and Cartesian paradigms to interpret training and the practice sessions of our

young players in a different way, thus facilitating the creation, or better yet, the emergence of

efficient,self-sufficient players. In short, we must work towards the emergence of autonomous players.

References:

Abbot, F.F. (2006). Models and Properties of Power-Law Adaptation in Neural Systems. Journal of

Neurophysiology, 96(2), 826-33.

Balagué, N., Torrents, C. (2011). Complejidad y deporte. INDE

Balagué, N., Torrents, C., Pol, R., Seirul•lo, F. (2014). Entrenamiento integrado. Principios dinámicos y

aplicaciones. Apunts, 2, 116.

Guerrero, I., Damunt, X. (2016). L'allenamento cognitivo. IX Stage Associazione Italiana Allenatori Calcio.

Guerrero, I., Damunt, X., López, J. (2016). Desarrollo de un código de comunicación no verbal en el

fútbol. IV Simposio Internacional Madrid Capital del Fútbol 2016.

Guerrero, I., Damunt, X. (2017). Teaching Model of the FCB Football School. The FA Advanced Youth

Award.

Damunt, X., Guerrero, I. (not yet published). The decisional emergence influenced by the emotions.

Working a proposal for improving decision making in youth football.FdL.

Erk, S., Kiefer, M., Grothe, J., Wunderlich, A.P., Spitzer, M., Walter, H. (2003). Emotional context

modulates subsequent memory effect. Neuroimage, 18(2):439-47.

Flevich, E., Kühn, S. & Haggard, P. (2013). There is no free won’t: antecedent brain activity predicts

decisions to inhibit. PLOSONE. https://doi.org/10.1371/journal.pone.0053053.

Hattie, F. (2004). Self-Concept and School Performance. Universidad Autónoma de México.

LeDoux, J. (1999). El cerebro emocional. Ariel-Planeta.

LeDoux, J. (2002). Synaptic Self: How our brains become Who we are. Penguin Group.

Liao, C., & Masters, R.S.W. (2002). Self-focused attention and performance failure under psychological

stress. Journal of Sport & Exercise Psychology, 24(3), 289-305. doi: 10.1123/jsep.24.3.289.

Luce, M. F., Bettman, J. R., & Payne, J. W. (1997). Choice processing in emotionally difficult decisions.

Journal of Experimental Psychology-Learning Memory and Cognition, 23(2), 384-405.

Pol, R. (2011). La preparación ¿física? en el futbol. MC Sports.

Rilling, J. (2002). A neural basis for social cooperation. Neuron, 18, 35(2), 395-405.

Robinson, K. (2015). Creative Schools: The Grassroots Revolution That's Transforming Education. Penguin.

Sebastiani, E.M., Blázquez, D. (2012). ¿Cómo formar un buen deportista? Un modelo basado en

competencias. INDE.

Seifert, L., Davids, K. (2012). Intentions, perceptions and actions constrain functional intra and inter

individual variability in the acquisition of expertise in individual sports. The Open Sports Sciences

Journal, 5, (S.1-m8), 68-75.

https://doi.org/10.1371/journal.pone.0053053


23


24

Julen Castellano

Universidad del País Vasco / Euskal Herriko Unibertsitatea (UPV/EHU)

[email protected]

Keywords: Planning, football, small-sided-games.

Abstract: Despite of the fact that every day we have more scientific evidence to approach the training

process in football, there are still many aspects that are beyond our control. Based on previous knowledge,

the art necessary to plan, program, design and evaluate microcycles, sessions and task is a key factor to

optimize team performance (Castellano y Casamichana, 2016).

For the contextualized implementation of an intervention strategy based on game-based tasks, it is

necessary to start from the needs of the team's game model. However, we must not neglect that the

particularities of each match and rival, will place them in very varied competitive scenarios (e.g., losing,

playing outside, superior rival ...). It is from this first idea of game when one can begin to fine-tune (e.g.,

proposing regulatory, structural, functional changes...) the contents (reduced, medium and long games)

in order to avoid neglecting other demands of the game (e.g. conditionals).

Each training task presents peculiar expected effects. The knowledge of the task effects allow us to

anticipate events, in the sense of being able to predict the physical and tactical demands elicited by

different task constraints. The advantage of knowing the modulators that can transform the reduced

games is that the same task, which seeks to develop or strengthen a certain tactical concept, principle

or sub-principle of the game model, can be located anywhere in the session or day of the week, as long

as with the proposed adaptations emerge the conditional demands prioritized for that moment of the

session or day of the week.

Finally, original initiatives are emerging to explore new opportunities to innovate with the implementation

of reduced games in the field of training. Recently it has begun to investigate if with reduced games we

can replicate the demands of the competition in reference to the scenarios of maximum demand, or to

explore which reduced games fit in the playing position considering their particular demands on

competition. Applications around the use of reduced games to assess fatigue or monitor their performance

is taking prominence among sports scientists. Of course, there is still a long way to go to extend what is

known about how reduced games are able to transform collective behaviour and to what extent they can

be transferred to competition. Quite a challenge!

THE ART OF PLANNING IN FOOTBALL


25

Ibon Etxeazarra

Deportivo Alavés SAD

[email protected]

Keywords: training, methodology, small-sided-games, periodization

Abstract: This presentation will address some of the keys to manage a training model based on the game.

Some of the strategies implemented by the youth football teams of a club of LaLiga will be exposed.

Aware of the high potential of the training process in the development of football performance and with

the conviction that the motor task is the main strategy of intervention that coaches manage, an evaluation

system will be shown, for a systematic diagnosis of the training.

Second, a training periodization model will be presented. By modifying key variables in the configuration

of the small, medium and large-sided games, a horizontal alternation of the contents is achieved,

contributing to a more adequate distribution of the workload.

In third and last place, the practical development of a training model whose main methodological support

is the game will be illustrated with concrete data corresponding to the six teams that make up the youth

soccer of Deportivo Alavés.

PERIODIZATION AND PROGRAMMING OF TRAINING BASE ON THE GAME: APPLICATION IN A FOOTBALL ACADEMY



26

Angel Aceña

Federación Costarricense de Fútbol- FedeFutbol

[email protected]

Keywords: Cortisol, awakening response, fatigue, recovery, readiness, performance

Abstract: Currently, performance control through monitoring fatigue and recovery in elite football is

essential. Thus, the analysis of cortisol, for its usefulness, is configuring a tool to be used. During the 2018

FIFA World Cup in Russia, the Costa Rican national team opted to analyse players' cortisol concentrations

to obtain an individualized profile of the players (Moreira et al, 2019). With this profile, cortisol was

analysed for 3 days before the match in order to establish a profile predictor of performance in

competition (Crewther et al, 2018). Among the results obtained, we observed a relationship between

increases in the CAR (cortisol Awakening response) and subsequent performance, in the form of defeat or

victory (González et al, 2018; Jimenez el al, 2012; Ratzi et al, 2018). Also, the correlation of cortisol

analyses with external load markers (GPS) has been seen as a sensitive marker for the control of exercise-

induced fatigue (Minetto et al, 2008). In addition, the analysis of how the specific demands of the position

influence the dynamics of recovery, with modifications of cortisol, are necessary to establish concrete

profiles by playing positions (Gonzalez et al, 1999)). In addition, due to the hourly change product of the

flight in a clockwise direction and the changes in circadian rhythms, it seems essential to control the

effects of sleep disturbances and how they could affect performance, prove as depravations in sleep in

24 hours alter and increment the concentrations of cortisol (Minetto et al, 2008) with decreases in

performance.

References:

Crewther, B. T., Potts, N., Kilduff, L. P., Drawer, S., & Cook, C. J. (2018). Can salivary testosterone and

cortisol reactivity to a mid-week stress test discriminate a match outcome during international

rugby union competition?. Journal of Science and Medicine in Sport, 21(3), 312-316.

Gonzalez-Bono, E., Salvador, A., Serrano, M. A., & Ricarte, J. (1999). Testosterone, cortisol, and mood

in a sports team competition. Hormones and Behaviour, 35(1), 55-62.

Jiménez, M., Aguilar, R., & Alvero-Cruz, J. R. (2012). Effects of victory and defeat on testosterone and

cortisol response to competition: evidence for same response patterns in men and

women. Psychoneuroendocrinology, 37(9), 1577-1581.

Mc Donald, C., Moore, J., Mcintyre, A., Carmody, K., & Donne, B. (2017).Acute effects of 24-h sleep

deprivation on salivary cortisol and testosterone concentrations and testosterone to cortisol ratio

following supplementation with caffeine or placebo. International Journal of Exercise

Science, 10(1), 108.

Minetto, M. A., Lanfranco, F., Tibaudi, A., Baldi, M., Termine, A., & Ghigo, E. (2008). Changes in

awakening cortisol response and midnight salivary cortisol are sensitive markers of strenuous

training-induced fatigue. Journal of Endocrinological investigation, 31(1), 16-24.

MONITORING TRAINING LOAD & RECOVERY IN ELITE SOCCER: THE CASE OF A NATIONAL TEAM IN 2018 FIFA RUSSIA WORLD CUP



27

Moreira, A., Arsati, F., Arsati, Y. B. D. O. L., Da Silva, D. A., & de Araújo, V. C. (2009). Salivary cortisol

in top-level professional soccer players. European Journal of Applied Physiology, 106 (1), 25-30.

Radzi, J. A., Yusuf, S. M., Amir, N. H., & Mansor, S. H. (2018). Relationship of Pre-competition Anxiety

and Cortisol Response in Individual and Team Sport Athletes. In Proceedings of the Second

International Conference on the Future of ASEAN (ICoFA) 2017–Volume 2 (pp. 719-727). Springer,

Singapore.


28

Bård Homstøl, 1 2

1Norwegian FA, 2SportsConsult

[email protected]

Keywords: Methodology, Technique, Movement Efficiency, Football, Screening, Training, Quality Markers,

Player Coachability

Abstract: The concept of MEST (Movement Efficiency Screening and Training) 1 in football is designed to

improve and optimise the technical dimension of football performance. To ensure a high level of

specificity to football, the screening process focus on the execution of football actions during match since

match play is the only situation that truly challenges the players information processing skills and

behavioural component to movement.

To assist in the screening process, a navigational tool called the MEST matrix has been developed. The

matrix is based on the nature and demands of the game and sub analyse these actions based on the

components labelled Technique & Control; Speed & Frequency and Repeatability. Within each of the

components, quality markers have been developed to evaluate the level of movement efficiency. Training

process is based on the results of the screening and focus on the quality of movement efficiency in the

football action. The aim of the training is to improve the level of movement efficiency in the execution

of the football action. This is done on the pitch during football practice to ensure specificity, transfer

value and develop players that are able to efficiently and automatically act rather than react to a playing

situation.

In the case of low player coachability in play on the field, five primary movement challenges have been

developed to establish the players level of body awareness, and training strategies has been developed

to improve body awareness and establish references for the football actions.

In summary, the concept of Movement Efficiency Screening and Training, uses quality markers to establish

the level of movement efficiency during football actions and uses the awareness of these quality markers

to improve and optimise the technique dimension of football performance.

MOVEMENT EFFICIENCY SCREENING AND TRAINING IN FOOTBALL



29

Marco Machado

Universidade Iguaçu Campus V at Itaperuna

Fundação Universitária de Itaperuna (FUNITA)

Faculdade Santo Antonio de Padua (FASAP)

[email protected]

Keywords: Creatine, nutritional supplements, soccer.

Abstract: Creatine supplementation (CrS) have been used as ergogenic aids for many decades. Although

it is useful in several sporting modalities, the use in football is controversial. Evidence has been building

up on the benefits that CrS can bring to young football players. The potential interest of CrS for young

football players is related to an increased ability to perform high-intensity exercise bouts and

metabolism’s improvement. Football is a sport that requires high intensity efforts over and over again

during the match. Ostojic (2004) showed that CrS augmented repeated sprint performance and vertical

jump performance in young (16±2 years old) soccer players. This data was corroborated by Yanes et al

(2017), they found increases peak power output after CrS for Under-20 soccer players. Machado et al

(2008) showed a decrease in protein breakdown after extenuate test in football players submitted to CrS.

Actually, between pre-season, athletes need maintain positive protein net balance and CrS could be help

them.

CrS is safe and many studies do not show health problems induced by supplementations, despite anecdotal

data. In other hand, CrS induce corporal mass augment. This side effect could be a problem for some

athletes. CrS should not be used indiscriminately, it has utility for some athletes and during some periods

of the season.

References:

Machado, M., & Cameron, L. C. (2004). Metabolism, Transport and Storage of Creatine - Effects of

Supplementation and Exercise (Portuguese).In: L. C. Cameron, & M. Machado. Tópicos Avançados

em Físiologia do Exercício. Rio de Janeiro: Shape. p. 159-178.

Machado, M., Sampaio-Jorge, F., Dias, N., & Knifis, F. W. (2008). Effect of oral creatine supplementation

in soccer players metabolism. Revista Internacional de Ciencias del Deporte, 4(1), 44-58.

Mattos, D., Rosa, D., & Machado, M. (2018). Creatine Supplementation (Portuguese). In: M. Machado, P.

H. S. M. Azevedo & R. Pereira. Tópicos Especiais em Fisiologia do Exercício. Curitiva: CRV. p. 91-

102.

Yanez, A., Buzzachera, C. F., Picarro, I. C., et al. (2017). Effect of low dose, short-term creatine

supplementation on muscle power output in elite youth soccer players. Journal of the International

Society of Sports Nutrition, 14,1-8.

Ostojic, S. M. (2004) Creatine supplementation in young soccer players.International Journal of Sport

Nutrition and Exercise Metabolism, 14, 95-103.

CREATINE SUPPLEMENTATION FOR YOUNG FOOTBALL PLAYERS


http://lattes.cnpq.br/6549675665082560

http://lattes.cnpq.br/3357564213529582


30

Dailson Paulucio

Botafogo de Futebol e Regatas Soccer Team

Laboratory of Biometrics, Federal University of Rio de Janeiro

[email protected]

Keywords: GPS, soccer, external load monitoring and performance.

Abstract: Brazil is one of the countries that most export soccer players to the World. However, there is

little information in the scientific literature about the training strategies of Brazilian soccer teams. In the

Brazil, external factors, such as high temperature and humidity, may decrease the physical performance

and in the external load during training and matches. External load monitoring allows better training

adjustments to improve performance and prevent injury. When soccer players performed actions in high

intensity, it was observed that those with a greater chronic workload have a lower risk of injury compared

to athletes with lower chronic load. Factors such as tactical function, position and characteristics of

athletes should be considered for individualized analysis of external load. Thus, the volume, intensity and

mechanical load of training based on the individual value average of the matches, that the athlete played

for at least 90min, allows to consider these factors.

This monitoring model based on individual match references may facilitate the coaching staff to an

objective understanding of the daily training load, inter- and intra-position comparisons and specific

analyses of training activities.

References:

Dalen, T., Sandmael, S., Stevens, T. G. A., Hjelde, G. H., Kjosnes, T. N., & Wisloff, U. (2019). Differences

in Acceleration and High-Intensity Activities Between Small-Sided Games and Peak Periods of

Official Matches in Elite Soccer Players. J Strength Cond Res. doi:10.1519/jsc.0000000000003081

Malone, S., Hughes, B., Doran, D. A., Collins, K., & Gabbett, T. J. (2019). Can the workload-injury

relationship be moderated by improved strength, speed and repeated-sprint qualities? J Sci Med

Sport, 22(1), 29-34. doi:10.1016/j.jsams.2018.01.010

Malone, S., Owen, A., Mendes, B., Hughes, B., Collins, K., & Gabbett, T. J. (2018). High-speed running

and sprinting as an injury risk factor in soccer: Can well-developed physical qualities reduce the

risk? J Sci Med Sport, 21(3), 257-262. doi:10.1016/j.jsams.2017.05.016

Martin-Garcia, A., Casamichana, D., Diaz, A. G., Cos, F., & Gabbett, T. J. (2018).Positional Differences

in the Most Demanding Passages of Play in Football Competition. J Sports Sci Med, 17(4), 563-570.

Veneroso, C. E., Ramos, G. P., Mendes, T. T., & Silami-Garcia, E. (2015). Physical performance and

environmental conditions: 2014 World Soccer Cup and 2016 Summer Olympics in Brazil.

Temperature (Austin), 2(4), 439-440. doi:10.1080/23328940.2015.1106637

MONITORING OF LOAD IN ATHLETES OF A LEAGUE OF THE BRAZILIAN CHAMPIONSHIP.



31

Richard Giulianotti

Loughborough University and University of Southeast Norway

[email protected]

Keywords: Football, Politics, Power.

Abstract: The concept of ‘soft power’ refers to how nation-states engage in cultural fields in order to

increase their attractiveness and influence on the international stage (Nye 2002). This paper considers

how football has been used by different nation-states to pursue soft power strategies, such as by hosting

major events, buying into or creating leading football institutions, and gaining influence within football

governance. The discussion draws on prior work in this field (Brannagan & Giulianotti, 2015, 2018), and

considers how these soft power strategies may evolve in future years.

References:

Brannagan, P.M. and R. Giulianotti (2015). Soft Power and Soft Disempowerment: Qatar, global sport and

football’s 2022 World Cup finals. Leisure Studies, 34(6)

Brannagan, P.M. and R. Giulianotti (2018) The Soft Power–Soft Disempowerment Nexus: The Case of Qatar.

International Affairs, 94(5), 1139–1157.

Nye, J. (2002). The Information Revolution and American Soft Power. Asia Pacific Review, 9(1), 60-76.

FOOTBALL, POLITICS AND SOFT POWER



32

Harold Mayne-Nicholls

Chile FA Chairman 2007/2011

[email protected]

Keywords: South American Football, passion, social issues.

Abstract: Trying to understand the last 150 years of South America, without paying attention to football,

is an absolutely inofficiously task. It’s the equivalent of wasting time and energy in the analysis. To build

under bases that a simple breeze will bring down and to believe without understanding the essence of

different cultures.

Sports competitions have always existed in the South American continent, even before the arrival of the

Spanish, Portuguese and other cultures. As history indicates, sports were always played and sought to

establish brands, and there were always passionate disputes to determine the winner.

South America can be analysed until 1860 under an economic, social and cultural perspective. But from

then on, you have to apply other variables, because since an unsuspected sailor descended from a English

boat with a leather ball in his hands, everything changed.

Soccer began to be present in every corner. So much so, that only two people had to appear to start a

game; it did not matter if there were no goalies, nor if the ball wasn’t a perfect circumference. If you

could identify two poles and some object that could be pushed with the foot, you could play. That was

until today.

Few escapes from this reality, ever since women started asking for their place in the game. This is what

has allowed this continent to feed players to all leagues of the globe, developing skills that sometimes

make it seem that players are true artists who do magic with the ball. It is what allows that in each corner

dialogues always full of passion dominate in honour of colours that will be for life.

This is the reality of this part of the southern hemisphere which forces us to say that it is impossible to

understand the South American continent and its inhabitants without taking into account football; and

that it is impossible to understand football without taking into account the influence that South America

has had on the development of the game.

SOUTH AMERICAN FOOTBALL. UNLIMITED PASSION



33

Tomás García Calvo.

Universidad de Extremadura.

[email protected]

Keywords: Mental Load, football, fatigue, NASA-TLX, VAS.

Abstract: In this presentation an analysis will be made about the incidence of mental fatigue in football,

as well as the possibilities of managing the mental load to control and quantify its effect on players. In

this way, after conceptualizing the different variables, studies that have been developed with them and

practical applications in football training and competition will be explained.

In this sense, the mental load could be defined as the amount of mental effort necessary to develop a

sport activity or task in a marked period of time, causing a certain level of mental fatigue in the

participant (García-Calvo, 2017). From this definition, it seems fundamental for practitioner and coaches,

to be able to recognize, quantify and control the magnitude of mental load of the training tasks that

apply, and how this can affect the mental fatigue of the athletes, taking into account that fatigue

represents a limiting factor in the level of technical-tactical, physical and, of course, psychological

performance.

Among the research works that exist specifically in the context of football, it has been proven that having

greater mental fatigue directly affects decision making during the game, worsening the effectiveness and

quality, there being a higher rate of technical errors in reduced games, and a generalized decrease in

physical performance in different specific situations in football. In addition, it has been found that the

effect on the physical performance of the players was more diminished when they were subjected to a

certain mental fatigue than when they applied muscle fatigue.

In order to properly handle the mental load in training, the possibilities that exist to modify each of the

different aspects that influence the perception of this type of load in the players must be appreciated.

Thus, four major strategies are established on which the mental load of the training can be influenced:

1) the psychological contents that will be trained, 2) the characteristics of the tasks, 3) the behaviour of

the coach / coaching staff and 4 ) the organization of the competition. These strategies can increase or

decrease the five factors or subtypes of load that must be taken into account due to their effect on the

mental or psychological load in football: cognitive load, emotional load, affective-social load,

motivational load and physical load.

Finally, for the assessment of mental fatigue and mental load, subjective perception instruments have

been used, such as the NASA-TLX or the VAS, although in recent years progress has been made in more

objective assessment formulas, such as pupillometry, electroencephalography, cerebral oximetry and

other biochemical parameters.

MENTAL LOAD AND FATIGUE IN FOOTBALL: CURRENT KNOWLEDGE AND PRACTICAL APPLICATIONS.



34

Vidar Halldorsson

Analysing individual agency and team spirit through a micro-sociological lens

University of Iceland

[email protected]

Keywords: Symbolic communication, football, performance, team.

Abstract:The creation of team spirit and team cooperation is one of the most important and difficult

challenges of contemporary sports (Cashmore, 2003, 59; Pescosolido and Saavedra, 2012). Its importance

lies in the potential it has to add to the pool of individual talent and skills of a team. Its challenges are

due to its mystique as an emergent (and invisible-to-the-naked-eye) phenomenon. Effective team spirit

can be influential in producing teams that become something more than the mere sum of their parts

(Halldorsson, 2017; Maymin et al., 2013; Mead, [1934]/1972, 198, 329), which in turn makes team spirit

“something of a Holy Grail for coaches and team managers” (Cashmore, 2003, 59). But can team spirit be

identified, measured and linked to team performance? One way of identifying team spirit is to watch how

teams´ play. Team spirit relies on active communication between team members (Losada, 1999; Snow

and Davis, 1995) and is therefore most evident to observers in the game action (See Halldorsson, 2017,

68-70). Sport practitioners have increasingly turned to game analysis and statistics in order to try to

improve team effectiveness and to produce winning teams. Prominent game analysing tools have however

not been used to any extent to measure team spirit in sport. This paper (see Halldorsson, 2019) is a case

study, which sets out to establish a framework for the analysis of team spirit in football by measuring

forms of symbolic communication between players during a football match by content analysis. Special

attention was given to players’ agency in this respect, that is, how they use positive or negative gestures

towards their teammates in the heat of the game action. The analysed match, Argentina versus Iceland

in the 2018 Men´s Football World Cup, provided rich data of symbolic communication between players.

The analysis highlighted players agency, such as how they use symbolic gestures which could be identified

as positive, negative or neutral for team spirit. The paper further concludes that the final score 1-1 (which

was a great result for Iceland, the underdogs, but a disappointing result for Argentina, the favourites) was

in part due to different team spirit in the two teams where the Icelanders used positive communication

to far more extent during the match than the Argentinians, highlighting the communal and individualistic

aspects of the two teams respectively.

References:

Cashmore, E. (2003) Sport Psychology: Key Concepts. London: Routledge.

Halldorsson, V. (2017) Sport in Iceland: How Small Nations Achieve International Success. London:

Routledge.

Halldorsson, V. (2019). Measuring Team Spirit in Football: An analysis of players´ symbolic communication

in a match between Argentina and Iceland at the men´s 2018 World Cup. Artic & Antarctic:

International Journal of Circumpolar Socio-Cultural Issues (in press).

Losada, M. (1999) The complex dynamics of high performance teams. Mathematical and Computer

Modelling, 30, 179-192.

SYMBOLIC COMMUNICATION IN FOOTBALL



35

Maymin, A.Z., Maymin, P.Z. & Shen, E. (2013) NBA chemistry: Positive and negative synergies in

basketball. International Journal of Computer Science in Sport 12(2): 4-23.

Mead, G.H. ([1934]/1972) Mind, Self and Society. Chicago: The University of Chicago Press.

Pescosolido, A.T. & Saavedra, R. (2012) Cohesion and sports teams: A review. Small Group Research,

43(6): 744-758.

Snow, D.A. & Davis, P.W. (1995) The Chicago approach to collective behaviour. In: Fine GA (ed) A Second

Chicago School? The Development of a Postwar American Sociology. Chicago: Chicago University

press, pp. 188-220..


36

Halldór Ragnar Emilsson

Stjarnan FC

[email protected]

Keywords: Youth Football, Iceland, Free-play, Mentality, Structure, Ideology, Enjoyment

Abstract: The youth department of Stjarnan FC is well established and one of the largest in Iceland, with

900 boys and girls practitioners at 5-19 age levels. Its structure and ideology is exemplary for the unique

organization in youth football in Iceland which is very distinct from youth set-ups elsewhere in Europe. A

structure where every player pays moderate participation fee for each season (generally subsidized partly

by local governments) enables Icelandic clubs to offer well paid and organized coaching at every age level

for boys and girls. This structure results in attracting qualified, educated and experienced coaches at all

age levels with no parents or volunteers taking any part in the coaching. With only few exemptions, every

kid plays and practices with its local neighbourhood club and is not under any pressure of having to be

picked to a “larger” club or an academy (which actually don’t exist in Iceland). Experience in Iceland

shows that training with your friends has positive impact on the duration kids play football generating

e.g. good prevention, increased chances that late bloomers will not be “missed out” but most importantly

boosting every player’s fun and enjoyment of the game which is kind of a trademark of Icelandic youth

football set-up. Most communities in Iceland are very compact and local governments have invested

heavily in artificial pitches or/and indoor football halls. Almost every kid is therefore located in a walking

distance from home to an open access artificial pitch to free-play football. The most enthusiastic kids

spend several hours every day at the open access fields, playing by themselves or with their friends where

their own rules are created for their own World Cup. This undoubtedly results in great football progress

and development for the kids and is a very interesting interaction with the scheduled and organized

training at the local club. A vital factor in Icelandic youth structure is therefore to create a positive,

joyful and encouraging environment for the kids so they hopefully free-play football when not doing

scheduled trainings.

Stjarnan FC’s ideology is also to win titles, develop players for the senior team, national team and

hopefully professional football - creating a very “thin line” balancing it with the structure of allowing all

kids to participate, getting equal training and wanting to keep them as long as possible in football at each

local club. This generates extremely demanding environment for youth coaches. The DNA of the Icelandic

youth coach has to involve people skills, character reading, inspiration and ambition to develop and

encourage players at all levels. This interaction of players and characters of all levels training together

creates interesting dynamic where it can be argued that it boosts players’ understanding of values such

as respect, leadership and teamwork. Growing up in Icelandic youth football structure and ideology has

positive impact on number of strong values benefitting kids in the long-term in football, school, business

and life in general. This organization is at the same time unique and formative for youth coaches

developing some players for professional football and inspiring other players to play football for as long

as possible.

THE ORGANIZATION OF YOUTH FOOTBALL IN ICELAND: IMPACT ON PLAYERS AND ROLE OF THE COACHES



37

António J. Figueiredo1, Hugo Sarmento1, Eder Gonçalves1, Marcelo Matta2, Francisco Zacaron

Werneck3

1Faculty of Sport Sciences and Physical Education, University of Coimbra, Portugal;

2Federal University of Juiz de Fora, Brazil; Federal University of Ouro Preto, Brazil

[email protected]

Keywords: Youth Football, Relative Age Effect, maturation, youth football players

Abstract: There is a strong link between maturational development and growth and performance.

Organizing age-groups using the criteria of chronological age leads to a big difference in size, composition

and performance, and adolescence is the period when these differences are more visible and the ages

between 13 and 15 years old seems to be the most heterogeneous period. In the same age group, the

subjects maturationally more advanced are in general heavier and taller than their peers of the same

chronological age since childhood until the end of adolescence. However, adults don’t usually show the

same differences when the same comparison is made. This situation can be explained by the catch-up

phenomenon in the late maturers individuals.

The initial process to identify promising athletes is multidimensional and the literature in the area show

that growth and maturation are two important concepts to better understand the identification, selection,

and development processes of young athletes. Usually young players tend to be above the mean for height

and mass and tend to be advanced in biological maturity status with increasing age during adolescence

and in elite development programs. Worst results is been reported for body size and functional

performance in young soccer players who were not selected to play in more demanding competitions or

who dropped out from sport. The same trend was visible in academy players to whom were not proposed

a professional contract. Despite of the lack of evidence that the anthropometrical, maturational and

physical characteristics in the beginning of the process are not direct associated with the exceptional

performance in the adulthood it is of interest to understand that these indicators may open the doors of

academies and others training canters of excellence promoting better conditions and better coaching to

the selected players. Recently were not found decennial differences in the entrance profile of soccer

players in a club academy. This finding suggests that the sport (soccer) promoting strategies are being

maintained despite of the increased demanding in the anthropometric characteristics of professional

players and demands of the actual professional soccer competitions.

YOUNG FOOTBALL PLAYER’S SELECTION: THERE IS A BIOLOGICAL BIAS?



38

PARTICIPANT´S SCIENTIFIC CONTRIBUTIONS


39

Health and Psychology of Football


40

Miguel Ángel López Gajardo1, Tomás GarcíaCalvo 1, Inmaculada González Ponce 1, &Francisco Miguel

Leo Marcos2

1UNEX, University of Extremadura “Facultad de Ciencias del Deporte”

2UNEX, University of Extremadura “Facultad de Formación del Profesorado”

[email protected]

Keywords: Group dynamics, sports, competition, resilience.

Introduction: The problems that occur in sporting contexts have a great importance when it comes to

correcting the abilities to face the competition (Leo, González-Ponce &Sánchez-Miguel, 2015).Overcoming

each of the problems that arise within a sports collective helps to meet the proposed objectives. For this,

the perception of individual and collective sacrifice helps to increase the cohesion of the group and to

direct all the behaviours to achieve good results in the team (Cronin, Arthur, Hardy & Callow, 2015).

Therefore, it would be interesting have players who are capable of facing, resisting and overcoming

adversities, in order to achieve better results (Schiera, 2005). From our point of view, the sacrifice of the

players of the team can be a key characteristic to be successful in collective sports. Therefore, the main

objective of this study is to check whether the individual and collective sacrifice of the players are able

to achieve a resilient team in semi-professional team sports.

Methods: The study was carried out with a sample of 443 semi-professional team players (323 men and

120 women), aged between 16 and 42 years (M = 21.07, SD = 5.65). The selected sports have been soccer

(N = 346), basketball (N = 89), volleyball (N = 8). The questionnaire used for the resilience variable was

Characteristics of Resilience in Sports Teams Inventory (CREST; Decroos et al., 2017). For the variable of

sacrifice was used the questionnaire Sacrifice, cohesion and compliance with the rules of sports teams

(Prapavessis & Carron, 1997).

Results: The results showed a positive bivariate correlation between resilience characteristics and

individual (r= .20) and collective sacrifice factors (r= .56) and a negative correlation between vulnerability

to resilience and individual (r= -.16) and collective sacrifice (r= -.34). In addition, the collective sacrifice

factor was the greatest predictor of both variables, positively with respect to resilience characteristics

and negatively with respect to vulnerability to resilience.

Discussion & Conclusions: After the results found it can be said that those teams in which players are

willing to focus all their efforts towards the collective, is a more resilient team that overcomes the

problems that appear during the competition. Therefore, it is important to inculcate to the collective

sports players that the objectives are achieved bythe sacrifice of all players.

References:

IS COLLECTIVE AND INDIVIDUAL SACRIFICE IMPORTANT TO GET A RESILIENT TEAM?



41

Cronin, L. D., Arthur, C. A., Hardy, J., & Callow, N. (2015). Transformational leadership and task cohesion

in sport: The mediating role of inside sacrifice. Journal of Sport and Exercise Psychology, 37(1),

23-36.

Decroos, S., Lines, R. L., Morgan, P. B., Fletcher, D., Sarkar, M., Fransen, K., ...& Vande Broek, G. (2017).

Development and validation of the Characteristics of Resilience in Sports Teams Inventory. Sport,

Exercise, and Performance Psychology, 6, 158-178.

Leo, F.M., González-Ponce, I., & Sánchez-Miguel, P. A. (2015).El conflicto de rol y el conflicto de equipo

como debilitadores de la eficacia colectiva. Revista de Psicología del deporte, 24(1), 0171-176.

Prapavessis, H., & Carron, A. V. (1997). Sacrifice, cohesion, and conformity to norms in sport teams.

Group Dynamics: Theory, Research, and Practice, 1(3), 231–240. doi:10.1037/1089-

2699.1.3.231.

Schiera, A. (2005). Uso y abuso del concepto de resiliencia. Revista de Investigación en Psicología, 8, 129-

135.


42

José Carlos Ponce ¹, Jesús Díaz-García¹, Miguel Ángel López-Gajardo¹,

Iván Ramírez¹, José Manuel Barrero¹ & Tomás García-Calvo¹

¹UNEX, University of Extremadura “Facultad de Ciencias del Deporte”

[email protected]

Keywords: mental load, feedback, constraints.

Introduction: According to Tassi (2017), feedback is a strategy of the coach to favour the development

of different psychological abilities associated with training. In this sense, García Calvo (2017) defined the

need to investigate the role of the coach in the influence of the same on the performance of the players.

Oliva et al. (2010), widely define the concept of Feedback and the role of the coach in it. However, it is

necessary to know what influence the type of feedback used has on the players, whether or not they are

influential and what issues during the training tasks. In this sense, the objective of the present study was

to study the influence of the type of feedback used by the coach on the mental load of the player.

Methods: A quasi-experimental design was carried out in which the psychological load was measured in

30 football players from 3 different teams, with ages between 16 and 33 years (M = 20.88, SD = 2.94). A

modification of the NASA-TLX (Task Load Index) (Hart and Staveland, 1988) and the VAS (Visual Analog

Scale) scale was used to quantify the mental load. The study was carried out in two weeks, where in a

first session the coach gave a positive opinion to his players throughout the session, while in the second

session the coach gave a negative response. The tasks were situations of 6 x 4 + 4, without and with

goalkeeper, in which to obtain a goal they had to give a certain number of passes. The independent

variable was the type of feedback, this was negative or positive. The dependent variables were RPE,

mental demand, physical demand, temporary demand, satisfaction, interaction, effort, insecurity and

mental fatigue. To obtain the results, the SPSS 21.0 program was used, and a T test was carried out.

Results: Specifically, in task 6 x4+4 without goalkeeper, significant differences were found in the

satisfaction variable (p <.01) when the coach provided positive comments. However, when the trainer

gave a negative feedback, significant differences were found in the RPE and fatigue variables (p<.001).

Regarding the 6 x 4+4 with goalkeeper task, when the coach provided positive feedback there were

significant differences in the effort variables (p<.001), whereas when the feedback was negative, the

variable mental fatigue was greater (p<.001).

Discussion & Conclusions: In this sense, it has been proven that using a type of feedback or other has

consequences on the mental load. In such a way that providing positive feedback produces greater

satisfaction and effort on the part of the player, while providing negative feedback causes greater mental

fatigue in the player. These conclusions allow us to adopt a certain behaviours in training, because it is

an aspect to consider to modulate the load and plan the training correctly.

References:

EFFECT OF THE TYPE OF COACH FEEDBACK ON MENTAL LOAD IN SOCCER.



43

García Calvo, T. (2017). La carga psicológica del entrenamiento en el fútbol: aspectos conceptuales para

su valoración y entrenamiento. Revista de Preparación Física en el Fútbol, 23–33.

Hart, S. G., & Staveland, L. E. (1988). Development of NASA-TLX (Task Load Index): Results of Empirical

and Theoretical Research. Human Mental Workload, 52, 139–183.

Oliva, D. S., Miguel, P. A., Alonso, D. A., Marcos, F..,& Calvo, T. G. (2010).Análisis de la conducta verbal

del entrenador de fútbol en función de su formación federativa y del periodo del partido en

categorías inferiores. Retos: nuevas tendencias en educación física, deporte y recreación, 18,

24-28.

Tassi, J. M. (2017). El desarrollo psicológico en las tareas integradas en fútbol: Diferencias entre

situaciones de juego reducidas y globales. In 12º Congreso Argentino de Educación Física y

Ciencias 13 al 17 de noviembre 2017 Ensenada, Argentina. Educación Física: construyendo nuevos

espacios. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación.

Departamento de Educación Física.


44

Isaac López Laval1,2 ,Sebastian Sitko 1,2& Carmen Mayolas-Pi1,2

Universidad de Zaragoza

Grupo de investigación Movimiento Humano/Human Movement Sports Research Group

[email protected]

Keywords: soccer, football, health, quality of life.

Introduction: Adolescence is a life period which is often viewed as an important time for acquisition and

development of lifestyle behaviours which are linked to health problems in adulthood. Participation in

team sports during childhood has been linked to positive mental and physical health outcomes even in the

adult stage of life. The objective of this study was to evaluate the effects of soccer practice during the

teenage years on the quality of life in adulthood.

Methods: 2793 subjects participated in the study (18 to 45 years old). Two different groups were created

for this study. One of them, (n=817; 771 men and 46 women) practiced soccer when they were between

14 and 17 years old and the control group (n=1976; 1143 men and 833 women) performed the same levels

of physical activity during adulthood but not soccer practiced when they were 14 and 17 years old. We

tried to see the influence of the soccer practice in the early age (14 to 17 years) in the two groups of

analysis once puberty age had been exceeded. Subjects answered an anonymous on-line questionnaire

about topics related to lifestyle habits such as alcohol consumption, smoking, adherence to the

Mediterranean diet, self-perception of physical capacity (IFIS) and quality of life (SF-12v2). The

measurement on two samples was made using student-t.

Results: Physical activity levels were similar in adults, both in men (4252 vs. 4372, p=0.379) and women

(3739 vs. 3106, p=111). Men that practiced soccer during adulthood had lower BMI, better self-perception

of physical activity, better physical (p=0.029) and mental (p=0.000) quality of life. However, this group

also reported more frequent alcohol consumption (p=0.000). There were no significant differences in all

variables analysed in women (all p>0.05).

Discussion & Conclusions: Previous research shows that young who are involved in team sports during

childhood may evidence better physical and psychological outcomes in adulthood. According to our

results, men that practiced soccer during adolescence report better physical and mental quality of life in

adulthood compared to those who didn’t practice any team sport. In women, the current level of physical

activity is more correlated to better quality of life than past engagement in sporting activities. Future

research should be conducted in order to assess these gender differences.

References:

Brunet, J., Sabiston, C.M., Chaiton, M., Barnett, T.A., O´Loughlin, E., Low, N.C., & O´Loughlin, J.L.

(2013). The association between past and current physical activity and depressive symptoms in

young adults: a 10-year prospective study. Ann Epidemiol. Jan;23(1):25-30. doi:

10.1016/j.annepidem.2012.10.006. Epub 2012 Nov 22.

INFLUENCE OF SOCCER PRACTICE IN THE QUALITY OF LIFE IN ADULT MEN AND WOMEN



45

Das, J.K., Salam, R.A., Lassi, Z.S., Khan, M.N., Mahmood, W., Patel, V.,& Bhutta, Z.A. (2016)

Interventions for Adolescent Mental Health: An Overview of Systematic Reviews. J Adolesc

Health., 59(4S), 49-60.

Dolenc, P. (2015). Anxiety, Self-Esteem and Coping With Stress in Secondary School Students in Relation

to Involvement in Organized Sports. Slovenian Journal of Public Health, 54(3), 222

Wang, M.T., Chow, A., & Amemiya, J. (2017) Who Wants to Play? Sport Motivation Trajectories, Sport

Participation and the Development of Depressive Symptoms. J Youth Adolesc, 46(9), 1982-1998.

doi: 10.1007/s10964-017-0649-9.

https://www.ncbi.nlm.nih.gov/pubmed/?term=Das%20JK%5BAuthor%5D&cauthor=true&cauthor_uid=27664596

https://www.ncbi.nlm.nih.gov/pubmed/?term=Salam%20RA%5BAuthor%5D&cauthor=true&cauthor_uid=27664596

https://www.ncbi.nlm.nih.gov/pubmed/?term=Lassi%20ZS%5BAuthor%5D&cauthor=true&cauthor_uid=27664596

https://www.ncbi.nlm.nih.gov/pubmed/?term=Khan%20MN%5BAuthor%5D&cauthor=true&cauthor_uid=27664596

https://www.ncbi.nlm.nih.gov/pubmed/?term=Mahmood%20W%5BAuthor%5D&cauthor=true&cauthor_uid=27664596

https://www.ncbi.nlm.nih.gov/pubmed/?term=Patel%20V%5BAuthor%5D&cauthor=true&cauthor_uid=27664596

https://www.ncbi.nlm.nih.gov/pubmed/?term=Bhutta%20ZA%5BAuthor%5D&cauthor=true&cauthor_uid=27664596


46

Vasileios Mathas

Aristotle University of Thessaloniki, Department of Physical Education and Sport Sciences, Greece

[email protected]

Keywords: Goal Orientation, Sports Values, Passion, Soccer

Introduction: Achievement goal theory recognized two goal orientations: task and ego orientations

(Nicholls, 1989). Furthermore, empirical evidence suggested three categories of sport values are

important: moral values, competence values and status values (Lee & Cockman, 1995, Schwartz, 1992).

Additionally, the dualistic model of passion proposes the existence of two types of passion, namely

harmonious and obsessive form (Vallerand et al., 2003). Taking these theoretical backgrounds together,

the present study, examine the relation between perceived motivational climate, sports values and

passion, hypothesizing two concepts: 1. That coach’s promotion of task-involvement will be more related

to moral and competence values and moral and competence values will be associated with athletes’

harmonious passion. 2. That coach’s promotion of ego-involvement will be more related to athletes’ status

values and status values will be associated with athletes’ obsessive passion.

Methods: The sample of the study consisted of 110 soccer players (12-17 years old, M = 13.94, SD = 1.49).

Participants completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ; Duda 1989, Duda &

Nicholls, 1992), the Youth Sports Values Questionnaire (YSVQ; Lee, Whitehead, & Balchin, 2000) and the

Passion Scale (Vallerand et al., 2003).

Results: Multiple regression analysis showed that coach’s promotion of task-involvement predicted moral

(r = .51) and competence (r = .44) values and that moral values predicted harmonious passion (r = .44).

Furthermore, the coach’s promotion of ego-involvement predicted status values (r = .49).

Discussion & Conclusions: It is suggested that coaches should be encouraged to promote more the task

orientation climate in soccer training so that athletes could develop more their moral and competence

values and consequently their harmonious passion. These findings can be used by coaches and teachers

for structuring different teaching model, in order to be more effective. Because there is not many

researches that have investigated the relationship between goal orientation, sports values and emotions,

future studies should investigate this relationship in professional athletes and in different age groups too.

References:

Duda, J. L. (1989). Relationship between task and ego orientation and the perceived purpose of sport

among high school athletes. Journal of Sport and Exercise Psychology, 11(3), 318-335.

Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and

sport. Journal of Educational Psychology, 84(3), 290.

Lee, M. J., & Cockman, M. (1995). Values in children's sport: Spontaneously expressed values among young

athletes. International Review for the Sociology of Sport, 30(3-4), 337-350.

RELATIONSHIP BETWEEN GOAL ORIENTATION, SPORTS VALUES AND EMOTIONS IN SOCCER



47

Lee, M. J., Whitehead, J., & Balchin, N. (2000). The measurement of values in youth sport: Development

of the Youth Sport Values Questionnaire. Journal of Sport and Exercise Psychology, 22(4), 307-

326.

Nicholls, J. G., Patashnick, M., Cheung, P. C., Thorkildsen, T. A., & Lauer, J. M. (1989). Can achievement

motivation theory succeed with only one conception of success? In F. Halisch & J. H. L. van den

Bercken (Eds.), International perspectives on achievement and task motivation (pp. 187-208).

Lisse, Netherlands: Swets & Zeitlinger Publishers.

Papaioannou, A. (1994). Development of a questionnaire to measure achievement orientations in physical

education. Research Quarterly for Exercise and Sport, 65(1), 11-20.

Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and

empirical tests in 20 countries. In Advances in Experimental social Psychology (Vol. 25, pp. 1-

65). Academic Press.

Vallerand, R. J., Blanchard, C. M., Mageau, G. A., Koestner, R., Ratelle, C, Leonard, M.,Gagne, M., &

Marsolais, J. (2003). Les passions de Fame: On obsessive and harmonious passion. Journal of

Personality and Social Psychology, 85, 756-767.


48

Lafaiete Moreira1,2, Guilherme Pinheiro2,3and Varley da Costa1,2

1: Federal University of Minas Gerais, Belo Horizonte - MG, Brazil; 2: UFMG Soccer Science Center, Brazil;

3:University of Kassel, Germany

[email protected]; [email protected]

Keywords: attention, decision-making, football, youth athletes.

Introduction: Attention is a fundamental element for players to be able to respond quickly and correctly

to diverse demands related to the technical and tactical decision-making processes, with or without the

presence of the ball (HICHEUR et al., 2017). Cognitive abilities are fundamental for the athlete progression

during the sports training process, mainly during the development of the athlete until the adult category.

The objective of this study was to compare the attention level between young football players in different

ages. Our hypothesis is that more experienced athletes perform better in the attention task.

Methods: The participants were 320 Brazilian young football players (16,50 years ± 2,09 years). The

attention assessment was made by the COG S11, a component task of Vienna Test System SPORT® (ONG,

2015). The attention variables used were response time (RT), measured in seconds, and average accuracy

of the response (AR), measured in total number of hits. Players were divided according to age group:

under-14 (n=77), under-15 (n=66), under-17 (n=78) and under-20 (n=99). The comparisons between

attention measures were made by Kruskall-Wallis test. Bonferroni Post-Hoc test (p<0.008) was used to

reduce the probability of Type I error.

Results: The RT values for each age group were: under-14 [1.889 (± 0.714)], under-15 [1.783 (± 0.460)],

under-17 [1.730 (± 0.386)]), and under-20 [1.874 (± 0.428)], and AR valuerswere: under-14 [50.545(±

5.116)], under-15 [49.348 (±6.384)], under-17 [49.641 (± 5.536)], and under-20 [53.465 (± 3.799)]. The

post hoc analysis of sample power, with the probability of error α=0.05 and the size of the sample, found

an effect size F=0.1272 and a generalization power (1-β)=0.449. The athletes evaluated presented similar

RT in all age groups (p=0.162), however, athletes of the under-20 category showed better AR when

compared to each of the other categories (p<0.001).

Discussion & Conclusions: These findings demonstrated that the AR is related to athlete's practice time.

In football, players have to deal with complex, uncertain, dynamic environments; they have to be able to

make decision based on their own actions and on the movements of other players. Thus, athletes who can

improve accuracy of the response are better in decision-making in game situation, in addition to having

more chances to develop successfully during the older age groups.

References:

ANALYSIS OF ATTENTION LEVEL AMONG YOUTH ELITE BRAZILIAN FOOTBALL ATHLETES




49

Hicheur, H., Chauvin, A., Chassot, S., Chenevière, X., Taube, W. (2017).Effects of age on the soccer-

specific cognitive-motor performance of elite young soccer players: Comparison between

objective measurements and coaches’ evaluation. PLoS One, 12(9): e0185460

Ong, N.C.H. (2015). The use of the Vienna Test System in sport psychology research: A review.

International Review of Sport and Exercise Psychology, 8 (1): 204-223


50

Match Analysis & Tactical Performance in Football


51

Antonio Almeda1,2, Adrián Esteve2, Karim Hamidi1,2 & Florentino Huertas1

1 UCV, Universidad Católica de Valencia “San Vicente Mártir”

2 Villarreal Club de Fútbol S.A.D.

[email protected]

Keywords: Football, game patterns offensive, success, performance, U-14.

Introduction: Recent studies such as Casal et al. (2017) have showed how the disposition of the ball in

different areas of the field is related to different indicators of collective performance in football.

Although there are several studies in adult soccer (Silva et al., 2005), there are hardly any studies carried

out during the child and youth stages. This research project aims to analyse the relationship between

different indicators of success in football (shooting at goal and arrival into the scoring zone) and the game

patterns that precede these situations in a U14 football team belonging to an elite academy of a Spanish

LFP club.

Methods: A sample of N=10 regional league matches from a U14 team belonging to an elite academy of a

Spanish LFP club will be coded using selected according three different levels of competitive requirement

based on the position in the classification table (Sarmento et al., 2014). An observational analysis will be

carried out through a labelling panel where, following Reina & Hernández-Mendo (2012). We will use a

follow up/ nomothetic/multidimensional design based on the observational methodology models

described by Anguera, Blanco, & Losada (2001). Firstly, all the relevant sequences of play from digitized

video files will be coded applying the observation instrument. Pitch position will be classified according

to the criteria described by Pino (2000) of 20 areas through which the ball passed. Two different levels of

success will be defined: a) Shooting at goal (goal, shoot on goal and outside shot) and b) Arrival at scoring

zone (z17,z18,z19). The primary event categories for data collection will be: 1) number of passes

preceding each successful action and 2) pitch areas through which the ball passed. Results will be analysed

according the criteria stablished by Clemente et al. (2015). The reliability of intra-observer data will be

checked by coefficient analysis Kappa Cohen. Univariate and bivariate analysis with contingency tables

will be performed to analyse the influence of independent variables on both performance indicators.

Results: Since present study is performing yet and we are collecting the data, our presentation will show

the results related to the distribution of successful actions (shooting at goal: goal, shoot on goal and

outside shot) and arrival at scoring zone) and the predictors of success that precede them (number of

passes and pitch areas through which the ball passed).

Discussion & Conclusions: Our pattern of results about the selected variables, beyond looking for short-

term performances, are intended to improve the knowledge about the specificity level of the training

sessions in relation to the competition in these ages. Our results will make it possible the identification

of game patterns offensive in competition in order to verify whether the use of competition as a tool for

the player´s development is consistent with the training objectives set during youth stages.

ANALYSIS OF THE SUCCESS AT THE DISPOSITION OF THE BALL OF A FOOTBALL TEAM (U14)



52

References:

Anguera, M. T.; Blanco, A. & Losada, J. L. (2001). Diseños Observacionales,cuestión clave en el proceso

de la metodología observacional. Metodología de las Ciencias del Comportamiento, 3(2), 135-

161.

Casal, C. A., Maneiro, R., Ardá, T., Marí, F. J., & Losada, J. L. (2017). Possession zone as a performance

indicator in football. The Game of the Best Teams. Frontiers in Psychology, 8, 1176.

Clemente, F. M., Martins, F. M. L., Kalamaras, D., Wong, P. D., & Mendes, R. S. (2015). General network

analysis of national soccer teams in FIFA World Cup2014. International Journal of Performance

Analysis in Sport, 15(1), 80-96.

Pino, J. (2000). Análisis de la dimensión espacio en fútbol. EF Deportes. Buenos Aires, Argentina.

Reina Gómez, A., & Hernández Mendo, A. (2012). Revisión de indicadores de rendimiento en fútbol.

Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte, 1 (1), 1-14.

Sarmento, H., Marcelino, R., Anguera, M. T., Campaniço, J., Matos, N., & Leitão, J.C. (2014). Match

analysis in football: a systematic review. Journal of Sports Sciences, 32(20), 1831-1843.

Silva, A., Sánchez Bañuelos, F., Garganta, J., & Anguera, M. (2005). Patrones de juego en el fútbol de

alto rendimiento. Análisis secuencial del proceso ofensivo en el campeonato del mundo Corea-Japón

2002. Cultura, Ciencia y Deporte, 1 (2), 65-72.


53

Paweł Chmura1*, Marek Konefał1, Michał Kołodziejczyk1, Andrzej Rokita1, Jan Chmura1& Marcin

Andrzejewski2

1 University School of Physical Education, Wrocław, Poland

2 University School of Physical Education, Poznań, Poland

[email protected]

Keywords: Soccer, game analysis, match running performance, congested schedule

Introduction: Playing matches at the World Cup every 4-5 days requires considerable motor preparation

from the players involved (Chmura et al. 2017). It has recently proved possible to demonstrate negative

impacts of an additional period of play on physical performance (Lago-Peñas et al. 2015). The aim of the

work described here was thus to investigate the impact of three consecutive matches played with extra

time on physical activity among players in the World Cup Final held in Russia in 2018.

Methods: The study sample comprised 55 match observations generated by 16 Croatian players. They

appeared for a total of 90 minutes more than others in the period of the last 16, the quarter-finals and

the semi-finals. Relevant match data on this were retrieved from the official FIFA website (FIFA, 2018),

data being gathered by the advanced motion analysis system known as STATS® (Chicago, IL, USA),

operated at 25 frames per second and allowing for simultaneous tracking of players’ actions during each

second of the game, in all sections of the soccer pitch. Players who started in a given match and played

for its entire duration were selected as our sample. Match data for goalkeepers were excluded from the

analysis, given the specific nature of that position. Variables recorded included selected kinds of physical

activity on the part of players, i.e. total distance covered [m], distances covered [m] at intensity ranges

of 0-7, 7-15, 15-20, 20-25 or above 25 km/h, and numbers of sprints performed. Repeat-measures ANOVA

was applied in comparing mean values for these.

Results: The only significant difference noted involved the distance players covered at between 0 and 7

km/h, in the second as opposed to the third match at the group stage (p ≤ 0.05). There were no significant

differences in total distances covered, or those covered at speeds in the ranges 7-15, 15-20, 20-25 or

above 25 km/h; or in the number of sprints made in successive rounds. The number of sprints in match

play up to 90 minutes varied between 3rd-group-stage matches noting 30.9 ± 12.2 sprints and semi-finals

reporting 37.1 ± 10.4 sprints.

Discussion & Conclusions: An accumulation of matches (especially those featuring extra time) over a

short period potentially results in residual fatigue and underperformance, due to an insufficiency of time

for physical recovery (Carling et al. 2015). However, the analysis presented here confirms that players at

the highest sporting level self-regulate physical activity in line with various context variables. Thus,

despite having played in three consecutive matches with extra time at the Russia World Cup, Croatian

players were able to maintain similar levels of physical activity throughout.

DECREASING PHYSICAL ACTIVITY DURING SUCCESSIVE MATCHES AT THE WORLD CUP HELD IN RUSSIA IN 2018? THE EFFECT OF THREE CONSECUTIVE MATCHES

PLAYED WITH EXTRA TIME



54

References:

Carling, C., Gregson, W., McCall, A., Moreira, A., Wong, del P., & Bradley, PS. (2015). Match running

performance during fixture congestion in elite soccer: research issues and future directions.

Sports Medicine, 45(5),605-613.

Chmura, P., Andrzejewski, M., Konefał, M., Mroczek, D., Rokita, A., & Chmura, J. (2017) Analysis of Motor

Activities of Professional Soccer Players during the 2014 World Cup in Brazil. Journal of Human

Kinetics, 56, 187-195.

FIFA.(2018). 2018 FIFA World Cup Russia™. Retrieved 30th July, 2018, from

https://www.fifa.com/worldcup/

Lago Peñas, C., Dellal, A., Owen, AL., & Gómez-Ruano MÁ. (2015). The influence of the extra-time period

on physical performance in elite soccer. International Journal of Performance Analysis in Sport,

15, 830-839.


55

Honorato José Ginés 1, Christopher Dowling 2, Karim Hamidi 1, Rafael Ballester1& Florentino

Huertas1


2 Liverpool John Moores University

[email protected]

Keywords: Age, relative, effect, football, soccer, young, youth, technique, tactical.

Introduction: Society, with the intention of creating homogeneous groups in different contexts (school,

sports etc.) uses chronological age as the criteria for grouping. Given that the different capacities that

make up sport performance (technical, tactical, physical and social environment and hereditary factors,

Weineck, 2005) can be affected by the evolutionary development of the players. The present study

attempts to explore if the relative age effect (RAE) is related to the assignment of certain positions for

players by the coaches, and if this phenomenon demonstrates a relationship with the technical-tactical

performance of the player.

Method: The study will select a sample of 104 children between the ages of 9 and 12 years (M=10.85,

SD=1.06), from 2 elite level football academies within the Valencian Community. The players will be

grouped according to the quarter of their birth (T1, T2, T3 and T4) and the preferred position of each

player will be consulted through the coaches (Goalkeeper, Defense, Midfield and Forward).

The analysis of the RAE will be carried out through a statistical analysis of contingency tables. In order to

analyse the effect of the RAE on the technical-tactical performance, 4 matches of each of the selected

teams will be analysed, and only the actions of the central midfielders will be analysed. An observational

analysis will be conducted based on technical-tactical pass and recovery behaviours (Casal & Arda, 2003),

and will be assessed with the criteria of “Successful” and “Unsuccessful”. The reliability of the intra-

observer data will be checked via a Kappa Cohen coefficient analysis. Finally, a univariate and Kruskall-

Wallis ANOVA will be performed according to the technical-tactical performance variable to determine

the dependency relationship with the RAE.

Results: Now the filming of all the games has been completed, the present study is in the data analysis

phase. Once this phase is over, we hope to have obtained data regarding the possible influence of the

RAE on the assignment of specific positions within elite level academy football. In addition, we will obtain

further relevant information on whether the month of birth within a chronological year can influence the

performance of technical-tactical capabilities analysed.

Discussion: Our results will make it possible to identify potential patterns that determine a player’s

position within the formation of a game and if this depends on their month of birth. It is important to

know if these variables are linked to the chronological and maturational development condition and the

opportunities that the player will have to develop their sports talent and / or play a specific role or

position within their team.

THE INFLUENCE OF THE RELATIVE AGE EFFECT ON THE POSITION AND TECHNICAL-TACTICAL PERFORMANCE IN ELITE LEVEL FOOTBALL ACADEMIES



56

Our results will allow us to increase the knowledge of those responsible for elite level football academies

with regards to factors that are manifesting, consciously or unconsciously, in the process of recruitment

and selection of young players. Similarly, the interest of the selected variables in the identification of the

level of tactical intelligence of the player will be valued.

Referencias:

Casal, C., & Arda, A. (2003). Metodología de la enseñanza del fútbol. Barcelona: Paidotribo.

Weineck, J. (2005). Entrenamiento total. Barcelona: Paidotribo


57

Atle Hole Saetrebakken1& Vidar Andersen1

HVL, Western Norway University

[email protected]

Keywords: Time-motion analyses, performance, high-speed running, sprinting, playing positions.

Introduction: Time-motion analyses techniques (i.e. video, GPS or radio signal systems) used to quantify

match running performance in soccer have increased in the last decade(Bradley et al., 2013). Sport

science has enabled the identification of physical capacities of different playing positions, leagues, and

performance levels with the information used to improve training and testing protocols (Bush, Barnes,

Archer, Hogg, & Bradley, 2015). While the majority of these studies have included professional soccer

players in the top European leagues, little is known concerning running performance in lower ranked

leagues or changes in running performance for a team that is promoted to a higher competitive standard.

The aim of the study was to compare the running performance between three competitive standards and

to examine the effects of being promoted to a higher league in Norwegian football.

Methods: One club`s first and second team were included. The first team consisted of professional soccer

players playing in Level 2 (2015 season) and Level 1(2016 season). The second team were amateurs playing

in level 4 in Norway. A fully automatic tracking-system (ZXY Technology Ecosystem) based on radio waves

was used to examine the running performance, divided into different running speed categories and playing

position. 41 matches were included containing 278 observations. Differences between the competitive

standards and the different locomotion categories were assessed with one-way repeated measures ANOVA

with Bonferroni post hoc corrections

Results: No differences were observed in the total distance across the competitive standards. Level 1 and

2 performed 19% and 17% more high-speed running (19.8-25.2km/t), 61% and 51% sprinting (> 25.2km/t)

and 16% and 24% greater numbers of accelerations compared to level 4. No differences were observed

between level 1 and level 2. Analysing the locomotion of the playing positions, greater high-speed running

were only observed for the central defenders and attackers in level 1 compared to level 2 and level 4.

Furthermore, the sprinting distance was greater for the central defender, wide midfielder and attacker

positions playing in level 1 compared to level 2 and 4.

Discussion & Conclusions: In conclusion, better competitive standards resulted in greater high-intensity

and sprinting distances than lower leagues in Norwegian soccer. Further, the central defenders, wide

midfielders and attackers increased their high-intensity locomotion when the team was promoted to a

better competitive standard.

References:

Bradley, P. S., Carling, C., Gomez Diaz, A., Hood, P., Barnes, C., Ade, J., . . . Mohr, M. (2013). Match

performance and physical capacity of players in the top three competitive standards of English

THE MATCH RUNNING PERFORMANCE OF PLAYERS ON THREE DIFFERENT COMPETITIVE STANDARDS IN NORWEGIAN SOCCER.


58

professional soccer. Human Movement Science, 32(4), 808-821.

doi:10.1016/j.humov.2013.06.002

Bush, M., Barnes, C., Archer, D. T., Hogg, B., & Bradley, P. S. (2015). Evolution of match performance

parameters for various playing positions in the English Premier League. Human Movement

Scencei, 39, 1-11. doi:10.1016/j.humov.2014.10.003


59

Nutrition, Physiology an Injury Prevention in Football


60

Alejandro Sanz 2, Carlos Pablos1, Rafael Ballester1, José Vicente Sánchez- Alarcos1,Abdel Karim

Hamidi1& Florentino Huertas1

1 Faculty of Physical Education & Sport Sciences, Catholic University of Valencia.

2Escuela de Doctorado. Universidad Católica de Valencia San Vicente Mártir. Catholic University of

Valencia “San Vicente Mártir” (UCV). Torrent-Valencia, España

[email protected]

Keywords: Injuries, young football, hamstring

Introduction: Hamstring injuries are the most common muscle injuries in football (Ekstrand et al., 2011).

This injury is less prevalent in young soccer players than in adults. However, due to early specialization,

previous literature has showed an increased injury risk in football players from 15 to 17 years old (Valle

et al., 2018). Different studies have shown that lower ROM values are one intrinsic factor associated with

injury risk (Henderson et al., 2010). However, other studies have not found this relationship (van Doormaal

et al., 2017). Part of the controversy could be explained by the internal and external validity of ROM

testing, using non-functional and passive test. Further research using better protocols is needed to keep

investigating the difference during developmental stages. The aim of this study was to determine the

differences in ROM using Active Straight Leg Raise (ASLR) test between injured and non-injured youth

football players (15-18 y.o).

Methods: Maximum active ROM during hip flexion was measured in 1657 young male soccer players(U9=

334; U11= 384; U13= 408; U15= 342, U18= 189) at baseline via ASLR test. During the competitive season,

each injury in the players' hamstrings were registered by the corresponding club´s coaches,

physiotherapist and/or medical staff. Independent T-test analysis compared the hip flexion ROM in players

who were injured against who were not injured. Due to the large size of the sample and the few injured,

a stratified random sampling with proportional affixation with U15 and U18 groups (with the highest

incidence of injury) was used to perform the analysis. Statistical significance was accepted at alpha set =

.05.

Results: ROM from fifty-seven injured players (U15= 30 injured and U18= 27 injured) were compared with

ROM of non-injured players of these age groups (U15= 22 and U18= 35). No significant differences between

groups were found in mean ROM value obtained from both legs (t (112) = 1.44, p = 0.152) nor each ROM

value from Dominant (t (112) = 1.43, p = 0.153) and Non Dominant (t (112) = 1.37, p = 0.17) legs.

Discussion & Conclusions: We suggest that, at least in U15 and U17 football players, ROM during hip

flexion does not appear to be an independent and consistent mediator in hamstring muscle injuries. Our

findings are in line with the previously described by Rolls & George (2004). The actions performed during

soccer practice may lead an excessive muscle tightness, which may be a risk factor in the muscle injuries

and produce alterations in the rachis morphology (Muyor et al., 2012). To conclude, we suggest that

although ROM is not statistically related with hamstring injury rate, this is not a reason enough to neglect

DIFFERENCES ON HIP FLEXION ROM IN HAMSTRINGS INJURED VS. NOT INJURED U15 - U18 FOOTBALL PLAYERS



61

the training and development of the different components of joint mobility (flexibility, strength and motor

control).

References:

Ekstrand, J., Hägglund, M., & Waldén, M. (2011). Injury incidence and injury patterns in professional

football: the UEFA injury study. British Journal of Sports Medicine, 45(7), 553-558.

Henderson, G., Barnes, C. A., & Portas, M. D. (2010). Factors associated with increased propensity for

hamstring injury in English Premier League soccer players. Journal of Science and Medicine in

Sport, 13(4), 397-402.

Muyor, J. M., Alacid, F., Rodríguez-García, P. L., & López-Miñarro, P. A. (2012). Influencia de la

Extensibilidad Isquiosural en la Morfología Sagital del Raquis e Inclinación Pélvica en Deportistas.

International Journal of Morphology, 30(1), 176-181.

Rolls, A., & George, K. (2004). The relationship between hamstring muscle injuries and hamstring muscle

length in young elite footballers.Physical Therapy in Sport, 5(4), 179-187.

Valle, X., Malliaropoulos, N., Párraga Botero, J. D., Bikos, G., Pruna, R., Mónaco, M., & Maffulli, N. (2018).

Hamstring and other thigh injuries in children and young athletes.Scandinavian Journal of

Medicine & Science in Sports.

Van Doormaal, M. C. M., van der Horst, N., Backx, F. J. G., Smits, D.-W., & Huisstede, B. M. A. (2017).

No Relationship Between Hamstring Flexibility and Hamstring Injuries in Male Amateur Soccer

Players: A Prospective Study. The American Journal of Sports Medicine, 45(1), 121-126.


62

Nuria Sánchez, Víctor González, Jordi Vives, Enrique Lli, Adrián Beltrán & Adolfo Muñoz

Medical Services Villarreal CF

[email protected]

Keywords: football, sports football trainers, injury prevention.

Introduction: The design of sports football trainers has been evolving since the first ones in the mid-

nineteenth century. The first trainers were heavy, without flexibility, and were designed with the function

to properly kick a ball. As for the footwear now, the forces of rotation in artificial are slightly higher than

in natural, so the football trainers with round block are safer than those of elongated block in relation to

torsion injuries. Therefore, a good choice of the sole would reduce the injury index produced by this

mechanism (Smeets et al., 2012). The shape and position of the cleats needs to optimize the stability of

the foot and of the ankle joints so as to facilitate the grip on the playing surface during actions.

Biomechanical studies have revealed a tendency to replace round studs with a greater number of thin and

long elliptical studs (Hilgers & Walther, 2011).

Objectives: The main objective of this presentation is to review the existing literature on sports footwear

in football, to discuss which is the most effective footwear to prevent injuries. The secondary objective

is to propose an injury prevention program with the necessary recommendations for the use of footwear.

Methods: In order to locate all relevant publications, a systematic search was carried out in the Web of

Science, Scopus and Pubmed databases. A search strategy used was to delimit studies to those published

from 2007 to the present. Next, inclusion and exclusion criteria were established, including the injury

incidence in footballers according to the type of footwear and playing field; football players of both sexes;

and inclusion of systematic reviews, clinical trials and case-control studies.

Results: A total of 80 articles on the subject were found. Current studies have classified injuries according

to whether they occur on artificial or on natural turf. From a total of 1376 injuries in lower limbs, 795

took place in natural turf, representing a 57.78%, while the other 42.22% happened in artificial. Regarding

the injuries according to the type of block, Meyers (2017) analysed the studs, blade, studded and conical,

differentiating if they occur in artificial or natural terrain. There were a total of 217 injuries with a blade-

type block, while a 250 with studded studs and 255 with conical studs.

Discussion & Conclusions: For new artificial turf with AG badge on the soccer boot, it is recommended

to use short length blocks distributed along the whole sole. For artificial turf worn, excessively hard or

1st and 2nd G with turf badge on the boot, it is recommended to use small multitakes. In addition, the

use of football trainers with the FG and SG badge for artificial turf, characterized by a reduced number

of long length blocks, should be avoided. Ultimately, we propose some recommendations on the type of

footwear to prevent injuries.

VILLARREAL CF INJURY PREVENTION PROGRAM: THE USE OF FOOTWEAR ACCORDING TO THE TYPE OF FIELD



63

References:

Hilgers, M., & Walther, M. (2011).Evolution of Soccer Shoe Design. International Journal of Athletic

Therapy & Training, 16(3), 1–4.

Meyers, M. (2017). Incidence, Mechanisms, and Severity of Match-Related Collegiate Men’s Soccer Injuries

on Field Turf and Natural Grass Surfaces: A 6-Year Prospective Study. American Journal of Sports

Medicine, 45(3), 708–18.

Smeets, K., Jacobs, P., Hertogs, R., Luyckx, J., P., Innocenti, B., Corten, K., & Bellemans, J. (2012).

Torsional injuries of the lower limb: an analysis of the frictional torque between different types

of football turf and the shoe outsole. British Journal of Sports Medicine, 46(15), 1078–1083.


64

Jose Fernando Gisbert-Orozco*& Gerard Moras Feliu

INEFC, Institut Nacional d’Educació Física de Catalunya, Universitat de Barcelona (UB), Barcelona.

[email protected]

Keywords: anterior cruciate ligament, slideboard, whole body vibration, slide vibration board, entropy.

Introduction: Athletes who are involved in side cutting and pivoting sports as football, are at higher risk

of anterior cruciate ligament (ACL) injuries (Shaffer & Williams, 2013). Both, slideboard exercise and

whole body vibration as an exercise modality, are used in rehabilitation ACL injuries by enhance strength,

proprioception, and balance (Blanpied et al., 2000; Rittweger, 2010), as well as, advanced proprioception

training (perturbations) to constraint the athlete in ACL rehabilitation exercises (Shaffer & Williams,

2013). Sliding under the effects of vibratory stimulation, can be consider as a constraint since the athlete

has to adapt to the environment in order to perform successfully, thereby, training under constraints,

increase movement variability (MV) and adaptability to achieve optimal coordination and motor control

(Rienhoff, Tirp, Strauß, Baker, & Schorer, 2016). In this sense, MV must be perceived as a key element to

identify the amount of perturbation (Couceiro, Clemente, Dias, Mendes, & Fernando, 2014). This

perturbation, can be evaluated with entropy analysis on trunk acceleration (Moras et al., 2018).

Therefore, the aim of this study was to compare the effects of vibration as a constraint in MV while sliding

on a slide vibration board (SVB).

Methods: 13 amateur football players (7 females and 6 males) volunteered to participate in this study

(mean ± SD: age: 22.1±1.7; height: 170.8±9.1; weight: 73.2±11.3). The procedures of this study complied

with the Declaration of Helsinki (2013). Participants were free from previous knee injuries and the sliding

rhythm was controlled by metronome (35 ppm) to avoid confusion variables. The study was conducted on

a 2 m synchronously SVB (Vislide, Barcelona, Spain). Athletes’ trunk acceleration was measured using an

inertial measurement unit (WIMU, Realtrack Systems, Spain) at 1000 Hz and was evaluated with sample

entropy (SampEn) analysis using the module of the acceleration signal (Moras et al., 2018). The

accelerometer was attached using an elastic waist belt closed to the sacrum (Montgomery, Pyne, &

Minahan, 2010). The study was carried out on two days, separated by six to eight days. On the first,

participants underwent a familiarization session. On the second, the experimental protocol began with a

standardized warm-up, after which, each athlete performed 1 bout of 30 s under both no vibration (0Hz)

and vibration (30Hz) conditions randomly with 5 minutes of rest between bouts. Data analyses were

performed using PASW Statistics 21 (SPSS, Inc., Chicago, IL, USA). Normality was assessed using the

Shapiro-Wilk test. The level of statistical significance was set at p < .05 and the confidence interval of

the difference was set at 95%. Data are expressed as mean SampEn (a.u.) ± standard deviation. SampEn

were analysed using a paired-samples t-test to compare variables between 0Hz and 30Hz.

Results: The SampEn values for the participants were 0,0408 ± 0,0113 and 0,0816 ± 0,0226 fot 0 and 30

Hz respectively. Significant differences in SampEn were found between 0 and 30Hz (-0,1964 ± 0,0564; p<

0.001). The lower and upper confidence intervals of the difference were -0,2305 and -0,1624 respectively.

A NOVEL SLIDE VIBRATION BOARD FOR ANTERIOR CRUCIATE LIGAMENT REHABILITATION



65

Conclusions: Although more research is needed in this issue, sliding upon a SVB under vibration constraint,

may be considered as a practical alternative to perturb the athlete in ACL rehabilitation exercises.

References:

Blanpied, P., Carroll, R., Douglas, T., Lyons, M., Macalisang, R., & Pires, L. (2000). Effectiveness of Lateral

Slide Exercise in an Anterior Cruciate Ligament Reconstruction Rehabilitation Home Exercise

Program. Journal of Orthopaedic & Sports Physical Therapy, 30(10), 602–611.

Cavanaugh, J. T., & Powers, M. (2017). ACL Rehabilitation Progression: Where Are We Now? Current

Reviews in Musculoskeletal Medicine, 10(3), 289–296. https://doi.org/10.1007/s12178-017-9426-3

Couceiro, M. S., Clemente, F. M., Dias, G., Mendes, P., & Fernando, M. L. (2014). On an Entropy-based

Performance Analysis in Sports. International Electronic Conference on Entropy and Its Applications,

(November), 1–20. https://doi.org/10.3390/ecea-1-a008

Montgomery, P., Pyne, D., & Minahan, C. (2010). The Physical and Physiological Demands of Basketball

Training and Competition. International Journal of Sports Physiology and Performance, 5, 75–86.

https://doi.org/10.1123/ijspp.5.1.75

Moras, G., Fernández-Valdés, B., Vázquez-Guerrero, J., Tous-Fajardo, J., Exel, J., & Sampaio, J. (2018).

Entropy measures detect increased movement variability in resistance training when elite rugby

players use the ball. Journal of Science and Medicine in Sport.

https://doi.org/10.1016/j.jsams.2018.05.007

Rienhoff, R., Tirp, J., Strauß, B., Baker, J., & Schorer, J. (2016). The ‘Quiet Eye’ and Motor Performance:

A Systematic Review Based on Newell’s Constraints-Led Model. Sports Medicine, 46(4), 589–603.

https://doi.org/10.1007/s40279-015-0442-4

Rittweger, J. (2010). Vibration as an exercise modality: How it may work, and what its potential might

be. European Journal of Applied Physiology, 108(5), 877–904. https://doi.org/10.1007/s00421-009-

1303-3

Shaffer, M. A., & Williams, A. (2013). ACL rehabilitation. The Knee Joint: Surgical Techniques and

Strategies, 269–290. https://doi.org/10.1007/978-2-287-99353-4_24


66

Sociology, Media and Marketing Football


67

Benyoucef Hafsaoui1, Nassir Boudjelthia3, Fethi Belghoul2 & Salim Haddab3

1 Institute of Physical Education and Sport, Hassiba Ben Bouali University, Chlef, Algeria

2 Institute of Physical Education and Sport, University Algiers 3, ALGERIA

3 Institute of Physical Education and Sport, Hassiba Ben Bouali University, Chlef, Algeria

[email protected]

Keywords: Aggressive behaviour, violence, spectators, soccer

Introduction: Aggression appears as a common feature of sporting events. This seems to be the case not

only concerning the behaviour of competing athletes, but also the misbehaviour of spectators (Slepicka,

1995). For psychoanalysts, aggression is the manifestation of an impulse, its discharge brings the organism

to a lower tension and the direct expression of violent impulses (Fincoeur, 2006). The objective of our

study is to analyze these acts of aggression and violence of the spectators from a psycho-sociological point

of view and finally to propose measures to eradicate this phenomenon, and to avoid the negative

consequences on the individual, the economy, public goods and individuals.

Methods: The questionnaires were distributed to 500 spectators and supporters of six clubs that play in

the Algerian professional league (Ligue 1 and league 2) during the 2015/2016 sporting season, with the

cooperation and support of the club support committees have facilitated this task. Participating

observation was also used, and various competitions were attended, especially the derby games, from

which some aggressive and violent acts and behaviour of supporters were highlighted during and after the

end of the match.

Results: The results of this study show that the main causes of spectator violence in football stadiums

are: the bad organization of sports events outside and inside the stadiums, as well as the lack amenities

diversifying (82.66, M = 1.85, gap type = 0, 14)..Missing awareness to spectators (76, 83, M = 1.72, standard

deviation = 0.18 ) , hence the interest of coaching and accompaniment spectators, and the integration of

the support committee into their clubs.- The poor performance of the players on the field, and their

aggressive behaviour directly affect the spectators in the stands (63, 75, M = 1, 68, standard deviation

= 0, 19).

Discussion & Conclusions: The organization of a sports event requires procedures and material means, as

well as setting up a prevention device and emergency security to ensure optimum security spectators

(Fabien, 2015). The absence of these factors causes frustration of the supporter and will have negative

effects about their behaviour. The supporter in modern professional football is an important part of the

club. It has been integrated into professional clubs because of its value, and the support it can bring to

the club (Hourcade, 2002).

References:

Branscombe, N.R.,& Wann, D.L. (1992). Role of identification with a group, arousal, categorization

AGGRESSIVE BEHAVIOUR AND VIOLENCE SPECTATORS IN THE STADIUMS OF FOOTBALL IN ALGERIA: PSYCHO-SOCIOLOGICAL STUDY



68

processes,and self estemm in sports spectator aggression. Human Relation, 475, 1013-1033.

Dugas, E. (2004). Sports, games and Physical Education and Sport in is sport educational? Rouen, 171-183.

Fabien, F. (2015). The organization of sport events and their safety. Retrieved from

https://www.wikiterritorial.cnfpt.fr.

Hourcade, H. (2002).The place of the supporters in the world of football, Powers, French Review of

Constitutional and Political Studies, 101,75-87.

Slepicka, P. (1995). Psychology of the sport spectator. In S.J. Bidle et al. (Eds.). European perspectives

on exercise and sport psychology , 270-289. Champaign, IL: Human Kinetics

https://www.wikiterritorial.cnfpt.fr/


69

Training Methodology & Applied Training Experiences


70

Thor-Henning Brandsøy

USN, University college of Southeast Norway

[email protected]

Keywords: learning, environment, soccer.

Introduction: The objective of this research was to investigate key factors that contribute to the

Norwegian football club Floro raising from a grassroots club to a second-tier club based on local and club

developed talents in the period 2007-2017. Floro is a city at the west coast of Norway with 12000

inhabitants. Combined with great sporting success taken into account the lack of football culture and the

small size of the city and the nearby district, the fact that Floro Football has developed from a broad club

to a top club with many local talents, make this an interesting case. This research was inspired by the

talent development model and the environmental success model of Henriksen, Stambulova & Roessler

(2010). Important findings have elucidated how the club’s coaching staff for Floro customized the player

development. In addition, this study shows what experiences the players highlighted as key points for this

sporting success. The overall research questions for this case was what does the key stakeholders in Floro

Football Club emphasize as the most important factors for the development from latitude to top football,

and which factors were particularly important in order to create a local player development environment?

Methods: The empirical research of this project was based on a case study of the Floro. Data was collected

from four group interviews in total of 11 local players, one group with the coaches of Floro Football and

one single interview with a former coach. This consisting of total 14 key respondents. The data from the

interviews were analysed and then categorized in light of Henriksen et al. (2010) models.

Results: In 2017 Floro Football played in the second highest division in Norway, OBOS league. 11 of these

24 players were local homegrown talents from Floro. The most important findings in this research were

that the players were given the opportunity to progress step by step using a customized training program

for each player. An important part of the training program was based on small-sided games and through

a distinct philosophy where the players should always venture with the ball and always have the effort.

The training sections in the academy were with merged age groups, implying that players were trained at

their ability level and the ideology of "my" and “your” team was removed.

Discussion & Conclusions: In light of Henriksen et al. (2010) models, the positive training based on small-

sided games, and social environment is one of the main reasons why both players and coaches have taken

the step up to the second tier. They have had many good experiences, both, on and off the pitch, which

has led to a strong bond in the player group. This has become one of the clearest values that characterize

the culture of the club.

References:

A CASE STUDY OF FLORØ FOTBALL: FROM GRASSROOT `S FOOTBALL TO TOP FOOTBALL WITH A LOCAL PROFILE


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Henriksen, K. (2011). Talentudviklingsmiljøer i veredensklasse. København: Dansk psykologisk forlag.

Henriksen, K., Stambulova, N., & Roessler, K. K. (2010). Holistic approach to athletic talent development

enviroments; a Successful sailing milieu. Psychology of sport and exercise, 11 (3), 212-222.

Martindale, R., Collins, D., & Abraham, A. (2007). Effective Talent Development: The Elite Coach

perspective in UK sport. Edinburgh Journal of applied sport psychology, 19, 2,

doi.org/10.1080/10413200701188944

Williams, A. M., & Reilly, T. (2000, 04 19). Talent identification and development in soccer. Journal of

Sports Sciences, 18 (9), 657-667.


72

Thomas Torgersen Bråttum & Frode Telseth

University of Southeast Norway

[email protected]

Keywords: learning, environment, talent development, elite youth football.

Introduction: The objective of this research was to examine factors that influence talent development

environment in the youth academy of a Norwegian elite football club. In the contemporary football world

in general and in Norwegian elite football in particular, it is an increasing focus on identification and

development of potential elite level players at an early stage (Martindale, Collins & Abraham, 2007).

Hence, talent development has become “big business” (Abbott & Collins, 2002). The theoretical

framework of this study was based on Henriksen’s (2010) talent development model and the environment

success model.

Method: Data was collected through a case study of Vålerenga football’s talent development

environment. The methodical approach was based on observation of training sessions and the

environment, interviews of people inside the club and interactions with staff and players. This was mainly

from the microenvironment; peers, related teams, coaches and players in the club and other members in

the club.

Results: The findings show that talent development is a complex process maintaining several factors that

affect learning and development. Key findings were that the club, Vålerenga, works to create autonomy,

self-determination and offer important reassurance for the youth players. In addition, parents, coaches

and peers are essential to make sure that expedient precondition is facilitated for development. The

everyday processes which refers to the daily routines, the environment, training and matches, values and

norms are placed to set the standards, along with the environment assumptions that don’t get questioned

and can be seen as taken for granted.

Discussion & Conclusion: The purpose of this study was to provide a holistic-ecologic description of

Vålerenga football, and to investigate the environmental success factors in developing future elite

players. Further, the master project’s intention was to analyse how the club’s academy work to fulfil

their objectives. Findings show that players have a holistic progression, were they are given opportunity

to development in their own pace. The coaching staff is valuable in both creating and facilitating a good

environment, not only on the training-field. In some ways it is a “eat or be eaten” environment. In light

of a Norwegian context, Vålerenga is an important club both national and in the capital, Oslo, which of

course can lead to unconscious processes for the young players and create actions that may have negative

implications. There are similarities between Henriksen’s (2010) environment models and Vålerenga. The

environment is stable and united, focus on long-term development and pay attention to both the athletic

and non-athletic domain an individual in the development process.

ENVIRONMENTS EFFECT ON TALENT DEVELOPMENT: A CASE STUDY



73

References:

Martindale, R. J., & Collins, D., & Abraham, A. (2007). Effective talent development: the elite coach

perspective in UK sport. Journal of Applied Sport Psychology, 19(2), 187-206. DOI:

10.1080/10413200701188944

Abbott, A., & Collins, D. (2002).A theoretical and emipirical analysis of a `State of the art` talent

identification model. High ability studies, 13(2), 157-178, DOI: 10.1080/1359813022000048798

Henriksen, K. (2010). The ecology of talent development in sport: A multiple case study of successful

athletic talent development environments in Scandinavia. (PhD). University of Southern

Denmark, Odense


74

Asensio Bisquert

CEO Jávea

[email protected]

Objectives: The objectives of this proposal is: promote the practice of this new form of football in society

arousing the interest of fans, introduce this sports model in the professional field to be a complement to

current football, generate joy for the practice of Soccer Depredagol-5 to all who want a sports activity

playing football without any contact with the opponent, this will avoid frictions and conflicts between

players, improve the atmosphere among the fans of different teams with a clean show and without

"arbitral controversy".

Method: Soccer Depredagol-5 can be developed in a sports facility of natural or artificial grass - covered

or outdoors - and with the measures of 60x40 meters - in lower categories the dimensions of the field can

be reduced. The design and composition of the stage consists of two circuits (A-B) that are composed of

ten exercises each. Times are established for the execution of the circuits, a remote-control timekeeping

system will take the times of the players and teams in each competitive period. Depredagol consists of

three competitive periods – 1st: Team time, 2nd: Face to Face, 3rd: Top 5 Each period has its game

system: Team Time: Description: Two series are made, 1st with shot from the 20mtr line , 2nd driving

and completion within the small area. Face to Face: (eliminatory): Description: Two opposing players

each start their respective circuit, (each player doing the two circuits) and when they reach the finish

line they will cross to complete the pending circuit, the player who finishes first is the winner. Top 5:

Description: Five balls are placed on the line located 20 meters from the goal and one meter horizontally

between them. The player will start striking the first inner ball, either the one on the right or the one on

the left - with his "good leg" - then he will hit alternating with those at the ends, to finish with the one

that is placed in the centre. The player will have 10” to make the shots, time starts with the first ball.

Time stops just at the moment of the last hit to the ball.

Results: The viability of Depredagol as a football model is unquestionable. In August 2017, on the football

field in the city of Denia, tests were carried out to verify that it can be carried out competitively with

absolute operability.

Discussion: New incentives and challenges unknown in traditional football are manifested in this new

football model. Depredagol is currently facing a lack of economic resources to invest in an avant-garde

infrastructure that gives it the desired image and impact. When the scenario and the necessary elements

of the game are available, the relevant adjustments will be made in the field of play.

References:

Sneyers, J. (1989). Le grand manuel d’entrenaiment. Barcelona: Edition in Spanish. Editorial Hispano

Europea

SOCCER DEPREDAGOL-5



75

Methodology, Strength and Conditioning and Testing in Football


76

Abdulhameed Al Ameer

Associate Professor and Chairmen, Physical Education Department,

University Soccer Playing Males

King Fahd University of Petroleum & Minerals, Saudi Arabia

[email protected]

Keywords: Soccer, Performance, Plyometric, Resistance

Introduction: Soccer game is extremely challenging, and players has to perform variety of skills during

the play and needs speed, strength, agility, quickness (Bloomfield et al., 2007). Plyometric exercises

enhance the performance of the athletes and increase the output (Paul et al., 2003). Resistance training

program plays an important role for improving muscle strength and hypertrophy (Hackett et al., 2018).

The purpose of this study was to find out the impact of plyometric and resistance training on selected

fitness variables among university soccer playing males.

Method: A group of (N=60) soccer playing males were selected randomly to participate in this study. The

age of the participants was in the range of 18-24 years, plyometric and resistance training program was

employed for 12 weeks, two days in a week, 40 minutes of training per session. These participants were

segregated into two groups namely Group-A (N=30, plyometric training group), Group –B (N=30 resistance

training group). The plyometric and resistance training was employed on both the groups respectively.

The pre and post-test considered for the selected some fitness variables and test as follows; Leg strength

(leg press), muscular strength endurance (sit-ups test, 30 seconds) muscular power (standing long jump),

speed (30 M sprint) and agility (Illinois agility test). To compare the mean differences from pre to post

test, percentages with the help of calculator online, mean, standard deviation, and t-test was computed

by the help of SPSS software.

Result: The improved performances among the participants with regard to the selected fitness variables

is presented by “p” values and percentages: Plyometric training group: Leg press (p=0.00, +31.35 %), Sit-

ups test- 30 seconds, (p=0.00, +14.29%), standing long jump (p=0.00, +14.91%), 30 M Sprinting

performance (p=0.00, +13.13 %), and agility (p=0.01, +5.27 %). Resistance training group: Leg press

(p=0.00, +44.46 %), Sit-ups test- 30 seconds, (p=0.00, + 27.85 %), standing long jump (p=0.02, +7.27%), 30

M Sprinting performance (p=0.00, +9.27%), and agility (p=0.00, +11.73 %). The finding of this study reveals

that both the groups (i.e., Plyometric and resistance training) have shown significant improvements in

performance from pre to post test. This is evident that both the training protocols are important for the

soccer players training regime. Moreover, resistance training had shown greater performance with regard

to leg strength, muscular strength endurance and agility.

Discussion and Conclusion: The twelve weeks of plyometric and resistance training had revealed

significant performance among both groups. It is concluded that the impact of plyometric and resistance

training from pre to post-test had shown significant performance among the soccer playing males with

regard to the all selected fitness variables (i.e., leg strength, muscular strength endurance, muscular

IMPACT OF PLYOMETRIC AND RESISTANCE TRAINING ON SELECTED FITNESS VARIABLES AMONG



77

power, speed, and agility). Furthermore, it was also concluded that plyometric training group had shown

better performance with regard to muscular power and speed. Resistance training group had shown

improved performance in leg strength, muscular strength endurance, and agility.

References:

Bloomfield, J., Polman, R., O’ Donoghue, P., Mc Naughton, L. (2007). Effective speed and agility

conditioning methodology for random intermitted dynamic type sport. Journal of Strength

Conditioning Research, 21(4), 1093-100.

Hackett, D.A., Amirthalingam, T., Mitchell, L., Mavros, Y., Wilson, G.C., Halaki, M. (2018). Effects of a

12-Week Modified German Volume Training Program on Muscle Strength and Hypertrophy—A Pilot

Study. Sports, 6(1):7. DOI:10.3390/sports6010007.

Paul, E.L., Jeffery, A.P., Mathew, W. H., John, P.T., Michael, J.C., & Robert H.L. (2003).Effects of

plyometric training and recovery on vertical jump performance and anaerobic power.Journal of

Strength and Conditioning Research, 17(4), 704-709


78

Mauro Mandorino1, Antonio Figueiredo2, Masar Gjaka3, Antonio Tessitore1

1University of Rome “Foro Italico”, Rome, Italy

2University of Coimbra, Coimbra, Portugal

3University of Pristina, Pristina, Republic of Kosovo

[email protected]

Keywords: Maturity offset, match load, recovery, youth soccer

Introduction: In youth soccer, players with the same chronological age could be characterised by different

biological age. This leads to different physiological responses to a stimulus. The purpose of this study was

to analyse the players’ match load and recovery responses after youth soccer matches in relation to their

different maturity offset.

Methods: Twenty-two youth soccer players volunteered to participate in this study. Based on their

maturity offset, players were divided in three groups respect to their peak height velocity (PHV)

(Doncaster et al., 2018): 1) pre-PHV (n=9, age: 13.3±0.2 yrs, height: 157.8±5.8 cm, body mass: 43.5±4.6

kg); 2) mid-PHV (n=7, age: 13.5±0.3 yrs, height: 166.7 ± 5.3 cm, body mass: 44.4±4.7 kg); 3) post-PHV

(n=6, age: 13.6±0.1 yrs, height: 170.3 ± 2.9 cm, body mass: 59.4± 7.0 kg).

The experimental period lasted 11 weeks, with an official match (2 halves of 35 minutes with 10 minutes

of rest) played at the end of each week. In all matches were collected data on RPE and session-RPE (s-

RPE), calculated by multiplying the RPE value with minutes of match play (Foster, 1998). In addition, to

evaluate the state of the recovery after competition a Total Quality Recovery questionnaire was submitted

48 hours (TQR48post) post-match (Gjaka et al., 2016). Moreover, for each match only players with at least

20 minutes of play were considered for further analysis. The study was approved by the Ethics Committee

of the University of Rome “Foro Italico” and informed consent was provided by all participants and their

guardians.

Results: The non-parametric Kruskal–Wallis test revealed significant differences between pre-, mid-, and

post-PHV for s-RPE and TQR48post (p< 0.05). The post-hoc analysis showed significant differences for s-

RPE between pre-PHV and post-PHV (p<0.001), as well as mid-PHV and post-PHV (p< 0.05). Furthermore,

the pairwise comparison also showed that the pre-PHV was significantly different with post-PHV for

TQR48post (p<0.05). However, there were not significant differences between mid-PHV and post-PHV

group for TQR48post and between pre-PHV and mid-PHV for s-RPE.

Discussion & Conclusions: The three groups were characterised by different match load values, which

led, in turn, to a different response of recovery post-match (48 hours). These results could be explained

by different metabolic responses of the three groups, as well as by different s-RPE. Thus, youth soccer

players, with the same chronological age, differently respond to a stimulus.

References:

EFFECT OF MATURITY OFFSET ON MATCH LOAD AND RECOVERY POST-MATCH IN YOUTH SOCCER PLAYERS


79

Doncaster, G., Iga, J., & Unnithan, V. (2018). Assessing Differences in Cardiorespiratory Fitness With

Respect to Maturity Status in Highly Trained Youth Soccer Players. Pediatric Exercise Science,

30(2), 216-228.

Foster, C. A. (1998). Monitoring training in athletes with reference to overtraining syndrome. Medicine

and Science in Sports and Exercise, 30, 1164-1168.

Gjaka, M., Tschan, H., Francioni, F. M., Tishkuaj, F., & Tessitore, A. (2016). Monitoring of Loads and

Recovery Perceived During Weeks With Different Schedule In Young Soccer Players. Kinesiologia

Slovenica, 22(1), 16–26


80

José Carlos Ponce, Jesús Díaz-García, Juan José Pulido & Tomás García-Calvo.

¹UNEX, University of Extremadura “Facultad de Ciencias del Deporte”

[email protected]

Keywords: physical load, football training, constrains.

Introduction: The training methodology in football has evolved, now it is understood from a holistic point

of view, where all the structures are interrelated, leading to training sessions where different interrelated

aspects appear (Tamarit, 2007). In this sense, these structures acquire the same importance and it is

considered necessary to understand what happens in each of them to optimize the training process.

Attending to the physical load, it has been verified that the fact of modifying the spatial orientation and

the number of players in the training tasks affects the perception of the intensity of the task, perceiving

more intense situations where the space is not oriented with respect to which is oriented (Casamichana,

Castellano, Blanco-Villasenor, & Usabiaga, 2012). Therefore, this study aims to analyse how the

modification of training tasks affects the physical load. In particular, the modified restriction is the

duration of the task.

Methods: A quasi-experimental design was carried out in which the physical load was measured in 30

soccer players from 3 different teams, with ages between 16 and 33 years (M = 20.88 SD = 2.94). For the

quantification of the physical load, the Polar Team 2 system (Polar Electro, Finland) and the subjective

perception of the effort (RPE) were used (Impellizzeri, Rampinini, Coutts, Sassi and Marcora, 2004). The

duration of the tasks was determined as an independent variable and the physical load as a dependent

variable. The study was carried out in two weeks, where in a first session there was a longer duration of

the tasks (5 min.), While in the second session there was a shorter duration (3 min.). To obtain the results,

SPSS 21.0 was used and T-test were performed.

Results: It was found that in tasks with a longer duration the physical load variable were greater.

Specifically, in the 4x4 situation significant differences were found in the variables of average speed and

distance / minute (p <.05) and, in the average heart rate and number of sprints (p <.01). With respect to

the 8x8 situation, significant differences were found in the average speed and distance / minute (p <.001).

Discussion & Conclusions: In this sense, the fact of having more time available to solve the task requires

that the player make a greater physical effort for a longer time, which makes the physical demands of

the task greater. Therefore, it can be concluded that modifying the duration of the task can modulate

the physical load. In particular, a longer available time means greater physical demand.

References:

Casamichana, D., Castellano, J., Blanco-Villasenor, Á., & Usabiaga, O. (2012). Estudio de la Percepcioan

Subjetiva del Esfuerzo en Tareas de Entrenamiento en Futbol a traves de la Teoria de la

Generalizabilidad. Revista de Psicologia del Deporte, 21(1), 35–40.

EFFECTS OF AVAILABLE TIME ON PHYSICAL LOAD AT SOCCER TRAINING



81

Impellizzeri, F. M., Rampinini, E., Coutts, A. J., Sassi, A., & Marcora, S. M. (2004). Use of RPE-based

training load in soccer. Medicine and Science in Sports and Exercise, 36(6), 1042–1047.

Tamarit, X. (2007). ¿Qué es la Periodización Táctica? MC Sports.Pontevedra


82

Karim Hamidi 1,2, Pablo Cañada 2, Honorato José Ginés 1, Consuelo Moratal 1, Florentino Huertas 1&

Rafael Ballester 1


2 Villarreal Club de Fútbol S.A.D

[email protected]

Keywords: Football, relative age effect, physical fitness, academic performance.

Introduction: Nowadays, in youth football categories and in the primary school context, the birth month

of the athlete or student is usually associated with performance. This phenomenon is known as relative

age effect (RAE), and it’s related to positive performance because of the maturation advantage in those

children who were born in the first months of the year in detriment of those who were born in the last

months of the year (Towlson et al., 2017). Most studies describes the relationship between physical fitness

or anthropometric variables and RAE (Deprez et al., 2013). Only few studies stablish relationship between

academical achievement and RAE granting advantage for early-maturation children (Navarro et al., 2015).

The aim of the present study is to analyse the presence of the RAE and his incidence on the physical

fitness and academical achievement, as well as the relationship between physical and academical

performance.

Methods: A sample of N=79 young football players (between 9-11 years old), belonging to 6 different

teams of a Spanish elite football academy will be selected. Players will be grouped according to date of

birth. RAE will be analysed according the division of players in two groups (those who were born in the

first half-semester of the year and those who were born during the second half-semester). The studied

physical fitness variables will be 1) Cardiovascular Fitness, 2) Speed and 3) Agility. Academical

achievement will be measured by the grades obtained (scored from 0 to 10) in the last trimester (from

September to December), in the core subjects established by the Spanish Educational Program for the

primary school: a) Natural Sciences, b) Social Sciences, c) Spanish Language and Literature, d)

Mathematics and e) Foreign Language – English. Univariate ANOVAs will be performed to analyse the

influence of the RAE in different dependent variables. Linear correlations will be used to determine the

relation between the academical and physical performance variables in the players who were born in the

half-semester of the year and those who were born in the second half-semester.

Results: Since present study is performing yet and we are collecting the data, our presentation will show

the results related to the relationship between RAE and young player’s physical fitness, besides

academical achievement to consider if any maturation advantage exists for early-maturation players in

the studied sample. In that case, we will present result grouping the sample of players in two half-

semesters, according to birth month. Results relating physical and academical performance will be

exposed to determine if best academic marks imply less physical fitness value.

Discussion & Conclusions: Our findings pretend to demonstrate if RAE could benefit players born in the

first month of the year, in detriment of those who were born in the last month of the year because of the

RELATIVE AGE EFFECT ON PHYSICAL FITNESS AND ACADEMICAL ACHIEVEMENT IN YOUTH ELITE FOOTBALL



83

early-maturation effect. We pretend to show the presence of a relationship between RAE and physical

fitness variables (cardiovascular fitness, speed and agility) and which one could be the most influenced

by the birth month of the sample. Evidence can justify the adoption of bio-banding strategies for an equal

sport activity, and his organization. It can be helpful to guarantee a practice according to the athlete

maturation age, as other studies show (Cumming et al., 2017). Equally, we expect to know the influence

of RAE relating to academical performance, in order to stablish if the academical achievement is mediated

by the birth month (González-Vallinas et al., 2018). It could mean that a reflection about a restructuration

of the Spanish Educational Program has to be placed, due to early-maturation players advantages are no

longer limited to fitness variables, because academical achievement is also influenced.

References:

Cumming, S. P., Lloyd, R. S., Oliver, J., Eisenmann, J. C., & Malina, R. M. (2017). Bio-banding in Sport:

Applications to Competition, Talent Identification, and Strength and Conditioning of Youth

Athletes. Strength & Conditioning Journal, 39(2), 34-47.

http://dx.doi.org/10.1519/SSC.0000000000000281

Deprez, D., Coutts, A. J., Fransen, J., Deconinck, F., Lenoir, M., Vaeyens, R., & Philippaerts, R.

(2013).Relative age, biological maturation and anaerobic characteristics in elite youth soccer

players.International Journal of Sports Medicine, 34(10), 897-903. https://doi.org/10.1055/s-

0032-1333262

González-Vallinas, P., Librero, J., Peiró, S., & San Fabián, J. L. (2018).Relative age and school

achievement in primary education in the Cantabria Region.Education Policy Analysis Archives,

26(141), 141. https://doi.org/10.14507/epaa.26.2926

Navarro, J. J., García-Rubio, J., & Olivares, P. R. (2015).The Relative Age Effect and Its Influence on

Academic Performance. PLOSONE, 10(10), e0141895.

https://doi.org/10.1371/journal.pone.0141895

Towlson, C., Cobley, S., Midgley, A., Garrett, A., Parkin, G., & Lovell, R. (2017).Relative Age, Maturation

and Physical Biases on Position Allocation in Elite-Youth Soccer.International Journal of Sports

Medicine, 38(3), 201-209. https://doi.org/10.1055/s-0042-119029


84

Enrique Sanz 1, Rodrigo Aranda1,2, Joaquín González-Rodenas1

1Universidat de València. Departament d´Educació Física i Esportiva.

2Escuela de Doctorado Universidad Católica de Valencia San Vicente Martir.

[email protected]

Keywords: Strength, unilateral training, bilateral training.

Introduction: Strength performance is an important performance factor involved in a myriad of specific

sport skills as well as decreasing injury risk (Suchomel, Nimphius & Stone, 2016). In sports such as football,

high intensity efforts are involved in some of the most relevant moments such as winning possession,

scoring or conceding goal (Helgerund, Rodas, Kemi & Hoff, 2011). Different training methods have been

implemented in order to improve strength performance and its transference to specific skills. Recently,

interest on methods based on unilateral exercises and its inclusion in training programs has increased

(Makaruk, Winchester, Sadowski, Czaplicki, & Sacewicz, 2011). This kind of exercises are performed

exclusively or predominantly by one leg instead of two legs. The aim of this study was to determine the

effects of two strength training programs, one based on unilateral exercises and the other one on bilateral

exercises, on maximal strength in unilateral and bilateral squat of young soccer players.

Methods: Thirty-two young amateur football players (age=17,2 ±0,86) from a football school participate

in this study. Subjects were assigned to a unilateral training group (UG), bilateral training group (BG) or

control group. Training program consisted of two training phases of 4 weeks each one, first phase based

on traditional resistance exercise performing half squat, second phase based on horizontal and vertical

jump tasks. During the first phase the subjects trained 2 days per week, performing 3 sets of 6 repetition

with increasing loads 45% to 60% 1RM. During the second phase subjects trained 2 days per week with

increasing loads in repetition number, series number and jumping height. From 52 jumps per session at

the beginning until 84 jumps in the last season. Strength performance was obtained by means of the

weight equivalent to 1 repetition maximum in squat, measured in a bilateral as well as unilateral way.

Data were processed using SPSS 22.0 Software package and non-parametric test for related measures were

used to compare performance differences between pre-intervention and post-intervention.

Results: Strength performance improved in UG (p ≤.001) as well as BG (p≤.01) in bilateral squat.

Furthermore, performance in unilateral squat improve in UG, in dominant leg (p ≤.01) and non-dominant

leg (p ≤.05) but failed to improve in BG. Control group failed to improve any measurement after

intervention period.

Discussion: Training program design in this study showed effectiveness improving maximal strength in

bilateral squat in both groups. Strength improvements after bilateral training programs have been

reported in literature based on similar training methodology (Pérez Gómez et al., 2008; Sáez-Sáez,

Izquierdo & González Badillo, 2011; Franco, Marquez, Rodriguez, González & González Badillo, 2015). The

fact that only unilateral training program improved strength in unilateral squat suggest some connexion

between unilateral training methodologies and unilateral performances.

EFFECTS OF BILATERAL OR UNILATERAL TRAINING PROGRAM ON MAXIMAL STRENGTH PERFORMANCE IN YOUNG SOCCER PLAYERS



85

Conclusion: UG improved maximal strength in bilateral squat as well as unilateral squat, whereas BG

improved bilateral squat failing to improve performance in unilateral strength. In such sports where,

unilateral actions are important to include unilateral exercises in training programs is a question of

interest.

References:

Franco-Márquez, F., Rodríguez-Rosell, D., González-Suárez, J. M., Pareja-Blanco, F., Mora-Custodio, R.,

Yañez-García, J. M., et al. (2015). Effects of combined resistance training and plyometrics on

physical performance in young soccer players. International Journal of Sports Medicine, 36(10),

906-914.

Helgerud, J., Rodas, G., Kemi, O. J., & Hoff, J. (2011). Strength and endurance in elite football

players.International Journal of Sports Medicine, 32(9), 677-682.

Makaruk, H., Winchester, J. B., Sadowski, J., Czaplicki, A., & Sacewicz, T. (2011). Effects of unilateral

and bilateral plyometric training on power and jumping ability in women. Journal of Strength

and Conditioning Research,25(12), 3311-3318.

Perez-Gomez J., Olmedillas H., Delgado-Guerra S., Royo I.A., Vicente-Rodriguez G., Ortiz R.A., Chavarren

J., & Calbet J.A. (2008) Effects of weight lifting training combined with plyometric exercises on

physical fitness, body composition, and knee extension velocity during kicking in

football. Applied Physiology Nutrition Metabolism, 33, 501–510.

Ramírez Campillo, R., Burgos, C. H., Henríquez Olguín, C., Andrade, D. C., Martínez, C., Álvarez, C.,

Castro-Sepúlveda, M., Marques, M.C., & Izquierdo, M. (2015). Effect of unilateral, bilateral, and

combined plyometric training on explosive and endurance performance of young soccer

players.Journal of Strength and Conditioning Research, 29(5), 1317-1328.

Sáez, D. V., Requena, B., Izquierdo, M., & Gonzalez-Badillo, J. (2013). Enhancing sprint and strength

performance: Combined versus maximal power, traditional heavy-resistance and plyometric

training. Journal of Science & Medicine in Sport, 16(2), 146-150

Suchomel, T.J., Nimphius S. & Stone, M.H. (2016). The importance of Muscular Strength in Athletic

Performance. Sports Medicine, 46, 1419-1449.

Suchomel, T.J., Nimphius S., Bellon C. & Stone, M.H. (2018). The importance of Muscular Strength:

Training Considerations. Sports Medicine, 48, 765-785


86

Isaac López Laval1,2& Sebastian Sitko1,2

1University of Zaragoza

2Human Movement Sports Research Group

[email protected]

Keywords: Soccer, Football, Jumps.

Introduction: Some of the most studied elements in team sports are horizontal and vertical jumps

(Comfort et al, 2014). Several different protocols have been developed, however, there is not much

research around the relationships between jumps and technical actions which characterize team sports

(McFarland et al, 2016). The objective of this study was to establish the relationship between the technical

elements of soccer and horizontal and vertical jump protocols.

Methods: The study sample was composed of 13 highly trained soccer players (age 24.7±3.7 years, height

182±7.1 cm and weight 76±6.3 kg) who had competed at the sub-elite level during the previous years. An

infrared platform was used (OptoGait system, Microgait) to assess jumps (Counter-Movement, Abalakov,

one legged and two legged, lateral, vertical and horizontal jumps) and correlations were studied with

statistical methods (SPSS statistics). Each participant performed two independent jumps during each

protocol (Markovic et al, 2004), with a complete rest between tries. Defensive and offensive actions were

evaluated by two experienced soccer coaches after the jumping protocol (Sporis et al, 2010).

Results: Only one legged, horizontal jump with both left and right legs were significantly correlated to

the ability to perform defensive actions in soccer (r> 0,70). No significant correlations were found

between all the other standardized tests and both offensive and defensive displacement actions of soccer.

Discussion & Conclusions: Only one correlation was found between jump protocols and technical actions

of soccer. The lack of an implement (ball) when performing these protocols may affect the lack of

transference to the technical gesture of this sporting activity (Rodriguez-Rosell et al, 2017). Future

research should include larger sample sizes and a higher number of trials in order to extrapolate the

results to larger populations of soccer players and limit the influence of the lack of adaptation when

performing a jump protocol (Bui et al, 2015). The results of this study suggest that jumping protocols

shouldn’t be used to evaluate and assess technical actions related to this sporting activity.

References:

Bui, H. T., Farinas, M. I., Fortin, A. M., Comtois, A. S., & Leone, M. (2015).Comparison and analysis of

three different methods to evaluate vertical jump height. Clinical physiology and functional

imaging, 35(3), 203-209.

Comfort, P., Stewart, A., Bloom, L., & Clarkson, B. (2014).Relationships between strength, sprint, and

jump performance in well-trained youth soccer players. The Journal of Strength & Conditioning

Research, 28(1), 173-177.

IS PERFORMANCE IN JUMPING PROTOCOLS CORRELATED TO THE ABILITY TO PERFORM TECHNICAL ACTIONS IN SOCCER?



87

Markovic, G., Dizdar, D., Jukic, I., & Cardinale, M. (2004). Reliability and factorial validity of squat and

countermovement jump tests. The Journal of Strength & Conditioning Research, 18(3), 551-555.

McFarland, I. T., Dawes, J. J., Elder, C. L., & Lockie, R. G. (2016).Relationship of two vertical jumping

tests to sprint and change of direction speed among male and female collegiate soccer

players. Sports, 4(1), 11.

Rodríguez-Rosell, D., Mora-Custodio, R., Franco-Márquez, F., Yáñez-García, J. M., & González-Badillo, J.

J. (2017). Traditional vs. sport-specific vertical jump tests: reliability, validity, and relationship

with the legs strength and sprint performance in adult and teen soccer and basketball

players. The Journal of Strength & Conditioning Research, 31(1), 196-206.

Sporis, G., Jukic, I., Milanovic, L., & Vucetic, V. (2010). Reliability and factorial validity of agility tests

for soccer players. The Journal of Strength & Conditioning Research, 24(3), 679-686


88

Norberto Pascual Verdú & José Antonio Carbonell Martínez

U.A., Universidad de Alicante

[email protected]

Keywords: youth soccer, global positioning system, match analysis, activity pattern.

Introduction: In soccer there are few studies that have focused on the analysis of the movements of

players in youth categories (Barbero et al., 2017). The aim of this study was to analyse the activity pattern

in U12 soccer players according to the positions they occupy in the game system 1-2-3-1.

Methods: The sample consisted of 78 U12 players, members of 4 clubs registered with the Valencia

Community Football Federation. The players were analysed during 15 games of 25-minute duration,

playing a 1-2-3-1 system distributed in 6 positions: right defender (RD, n = 13), left defender (LD, n = 13),

left midfielder (LM, n = 13), right midfielder (RM, n = 13), central midfielder (CM, n = 13) and striker (ST,

n = 13). To obtain the data, the players wore the GPS receiver SPI Elite (GPSports Systems). The variables

studied were distance, average speed, work / rest ratio and time spent in each intensity zone, as defined

by Castagna, D'ottavio, & Abt (2003). Homogeneity of variance was verified with a Levene’s test, and the

Bonferroni-Holm correction for multiple comparisons was used. All the analyses were conducted using

SPSS v.23 and the significance level was established at p <.05.

Results: The total distance travelled by players in the 1-2-3-1 system was 2193.55m at an average speed

of 87.74m / min. Comparing the positions, significant differences were found (p=.000) in the total distance

(RD = 2019.74m, LD = 1969.08m, RM = 2386.05m, LM = 2405.4m, CM = 2230m, ST = 2154.06m) and in the

average speed (RD = 80.79m / min, LD = 78.76m / min, LM = 96.22m / min, RM = 95.44m / min, CM =

89.2m / min, ST = 86.17m / min). The work / rest ratio of this system was 1: 1.7, with no significant

differences between the positions (RD = 1.86, LD = 2.06, LM = 1.32, RM = 1.53, CM = 1.68, ST = 1.75).

Discussion & Conclusions: The results of the total distance are similar to those in the study by Barbero

et al. (2017) in U12, 7 a-side-soccer matches (2557.6 m). In the work of Casamichana & Castellano (2010)

of small side games, the work / rest ratio was 1: 1.7, a result similar to that obtained in this research. In

conclusion, in U12, 7-a-side-soccer competitions, the activity pattern varies depending on the position

occupied by a player in the game system 1-2-3-1, there being significant differences in the time

maintained and distances covered in each displacement category.

References:

Barbero Álvarez, J. C., Barbero Álvarez, V., & Granda, J. (2007).Activity profile of young soccer players

during match play.Apunts. Educación Física y Deportes, 4, 33-41.

Casamichana, D., & Castellano, J. (2010). Time–motion, heart rate, perceptual and motor behaviour

demands in small-sides soccer games: Effects of pitch size. Journal of sports sciences, 28(14),

1615-1623.

ANALYSIS OF THE EXTERNAL LOAD ON YOUNG, 7-A-SIDE SOCCER PLAYERS USING A 1-2-3-1 SYSTEM



89

Castagna, C., D’ottavio, S., & Abt, G. (2003). Activity profile of young soccer players during actual match

play. Journal Strength and Conditioning Research, 17, 775-780.


90

Pablo Honrubia 1 & Florentino Huertas 2

UCV, Universidad Católica de Valencia “San Vicente Mártir”

[email protected]

Keywords: accelerometery, electromyography, football, linear regression model, high intensity efforts

Introduction: The quantification of training loads can contribute decisively to prevent injuries and

optimize performance in collective sports (David, & Julen, 2015)(Fournier-Farley, Lamontagne, Gendron

& Gagnon, 2015). On average in 90 minutes is possible to do up to 12 kilometres, a sprint, acceleration,

braking, change of direction, etc. it occurs on average every 90 seconds, with a duration per action

between 2 and 4 seconds, being between 1 and 11% of the total distance travelled in a match (Stolen,

Chamari, Castagna & Wisloff, 2005). This shows the importance of external load control in collective

sports and how this modifies the internal load.

Objectives:

The main objectives of this research will be analyse the relationship between external load parameters

(accelerometery) with the internal load response (electromyography) in specific actions of collective

sports (Thorlund, Aagaard & Madsen, 2009). Create an algorithm to obtain useful indicators for the control

and quantification of the load, based on the existing relationship between the accelerometery and

electromyography.

Methods: It is a descriptive and correlational investigation in which we will study as independent

variables; linear acceleration-deceleration of 5m-3m, 15m-5m, 30m-7m and change of direction left to

right and right to left 45º and 90º. The dependent variables we will have the accelerometric (total body

load) and electromyographic measurements (gluteus maximus, femoral biceps and rectus femoris of both

hemi bodies). The accelerometer (Wimu, Real Track System) will be located at the level of the vertebrae

T2, with a recording speed of 1000hz, and the electromyography (WBA System 16 channels, MEGA

Electronics) of 6 channels, located in the gluteus maximus, rectus femoris and femoral biceps of both legs

with a recording speed of 1000 Hz. We will follow the protocol of placement of the SENIAM (Konrad, 2005).

For this study will be a cohort study population formed by football players between 18 and 24 years. They

will be still in active and at a minimum level of 3rd division. The number of participants will be 45, which

is necessary for an effect size of = .45; with a confidence interval of .05 and a minimum power of .95,

which we will establish through the use of the GPower software. Statistical analyses will include means,

standard deviations (SD) and intraclass correlation coefficients (ICC) with the unidirectional random

effects model. The Kolmogorov-Smirnov test will be applied to determine the nature of the data

distribution. Multiple regression analyses will be performed, as well as Pearson's correlation coefficients.

(r) and coefficients of variation (CV). To analyse the effect of some control variables on the dependent

variables analysed, MANOVAS and ANOVAS will be used

Results: What is exposed in this investigation is the approach of the research that we are carrying out.

With these data we try to obtain a linear regression model (González-Badillo, & Sánchez-Medina, 2010;

DESIGN OF A LINEAR REGRESSION MODEL BASED ON ACCELEROMETRIC AND ELECTROMYOGRAPHIC DATA TO CONTROL THE INTERNAL WORKLOAD IN

FOOTBALL


91

González-Badillo, Marques & Sánchez-Medina, 2011;Sánchez-Medina, González-Badillo, Pérez & Pallarés,

2013)of both dependent variables and being able to make inferences that allow us to indirectly predict

the estimation of the internal load, in a reliable and reproducible way.

Discussion & Conclusions: What we should conclude in the research is whether this profile is given in

absolute or relative values and if it occurs within the subject or can be extrapolated to the entire

population.

References:

Caamichana, D., & Castellano, J. (2015). The Relationship Between Intensity Indicators in Small-Sided

Soccer Games. Journal of Human Kinetics, 46(1). https://doi.org/10.1515/hukin-2015-0040

Fournier-Farley, C., Lamontagne, M., Gendron, P., & Gagnon, D. H. (2015). Determinants of Return to

Play After the Nonoperative Management of Hamstring Injuries in Athletes: A Systematic Review.

The American Journal of Sports Medicine. https://doi.org/10.1177/0363546515617472

González-Badillo, J., Marques, M., & Sánchez-Medina, L. (2011). The Importance of Movement Velocity as

a Measure to Control Resistance Training Intensity. Journal of Human Kinetics, 29A(Special

Issue). https://doi.org/10.2478/v10078-011-0053-6

González-Badillo, J., & Sánchez-Medina, L. (2010). Movement Velocity as a Measure of Loading Intensity

in Resistance Training. International Journal of Sports Medicine, 31(05), 347-352.

https://doi.org/10.1055/s-0030-1248333

Montini, M. (2017).Monitoring training load in soccer.Universita degli studi di Roma.

Sánchez-Medina, L., González-Badillo, J., Pérez, C., & Pallarés, J. (2013). Velocity- and Power-Load

Relationships of the Bench Pull vs. Bench Press Exercises. International Journal of Sports

Medicine, 35(03), 209-216. https://doi.org/10.1055/s-0033-1351252

Stolen, T., Chamari, K., Castagna, C., & Wisloff, U. (2005). Physiology of Soccer: An Update. Sports

Medicine, 35(6), 501-536. https://doi.org/10.2165/00007256-200535060-00004

Thorlund, J. B., Aagaard, P., & Madsen, K. (2009). Rapid muscle force capacity changes after soccer match

play. International Journal of Sports Medicine, 30(4), 273-278. https://doi.org/10.1055/s-0028-

1104587

ACTIVIDAD FÍSICA y Deporte: CIENCIA y Profesión. Nº 31 EDICIÓN ESPECIAL

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NORMAS PARA LOS COLABORADORES


93

La revista Actividad Física y Deporte: Ciencia y Profesión es una publicación periódica del Col·legi Oficial

de Llicenciats en Educació Física i en Ciències de l´Activitat Física i de l´Esport de la Comunitat

Valenciana. Su objetivo, además de informar a los colegiados de las actuaciones llevadas a cabo por el

COLEF CV, es la edición de artículos de opinión, ensayos, trabajos de investigación, comentarios críticos

de publicaciones, revisiones bibliográficas, estudios y experiencias, relacionados con las Ciencias de la

Actividad Física y del Deporte, con sus profesionales y con otras Ciencias relacionadas con este ámbito.

Se editarán dos números al año en los meses de junio y diciembre. Todo el material aceptado para

publicación será propiedad de la revista y no podrá ser reproducido o publicado sin autorización escrita

de la misma. El envío del artículo para su evaluación implica que el Trabajo es original y que no ha sido

publicado previamente en otra revista.

En el caso de que el trabajo haya sido publicado con anterioridad en cualquier otro medio, deberá

indicarse la fecha y los datos necesarios para su localización y adjuntar, cuando así se requiera, la

autorización por escrito para su reproducción.

La revista Actividad Física y Deporte: Ciencia y Profesión admite Trabajos en castellano e inglés. Sin

embargo, todos los Trabajos deberán contener un resumen en español e inglés (abstract).

NORMAS PARA LA ADMISIÓN

Los trabajos serán originales del autor/a y deberán ser enviados en formato electrónico, necesariamente

a la dirección de correo electrónico que se indica a continuación: [email protected]

En el correo, se incluirá, obligatoriamente, la siguiente documentación:

1. Carta de presentación: se indicará la tipología del artículo, declaración de ser un texto

original no publicado ni en proceso de evaluación en otra revista, y la declaración de

cualquier tipo de conflicto de intereses. Además, se realizará una breve explicación del

Trabajo, especificando la autoría de los firmantes del estudio/Trabajo así como que se cede

los derechos a la revista Actividad Física y Deporte: Ciencia y Profesión. Se especificará

también el nombre completo, dirección postal y electrónica, teléfono y en su caso,

institución del autor de correspondencia.

2. Página de título: se adjuntará un fichero con los datos de cada autor/a por orden de

implicación:

• Título del artículo.

• Nombre y apellidos; correo electrónico y dirección postal de todos los autores,

pertenencia institucional, si procede.

• Designación de un autor, al que se le dirigirá toda la correspondencia.

3. Resumen/Abstract: se realizará un resumen de máximo 250 palabras. En el caso de trabajos

de índole científico, éste deberá estar dividido en apartados: Introducción, Objetivos,

Métodos, Resultados, Discusión y Conclusiones. Todos los artículos deberán incluir el

resumen tanto en inglés como en español, incluyendo la misma información en ambos.

4. Palabras clave/Keywords: Se incluirán entre 4-5 palabras clave tanto en castellano como en

inglés que no aparezcan en el título.

5. Texto completo de la documentación: las imágenes, esquemas y bibliografía irán dentro del

texto; gráficos y tablas de resultados se adjuntaran en documento anexo. Los trabajos de

NORMAS PARA LOS COLABORADORES


94

científicos deberán seguir los siguientes apartados: Resumen, Introducción, Métodos (diseño

del estudio, población, tratamiento estadístico, procedimientos/protocolos y normas

éticas), , Resultados, Discusión, Conclusiones y Referencias. Si el artículo es presentado en

idioma inglés, se recomendará que previamente haya sido revisado por una persona

angloparlante.

6. Ficheros adjuntos: imágenes, gráficos, esquemas, dibujos, etc., numerados y ordenados

según el documento del texto completo. Se tendrá en cuenta lo descrito en el punto

7. 5. Todas aquellas ilustraciones, tablas, etc. que no sean de elaboración propia, deberá

indicarse la fuente de la que proceden. Las imágenes deben ser lo suficientemente claras

para que permitan su reproducción. Se evitarán tablas y figuras redundantes con lo escrito

en el documento. Se recomienda el uso de leyendas explicativas.

8. En caso de utilizar materiales procedentes de otros autores, así como reproducciones de

fotografías, ilustraciones, etc. que no sean propiedad del autor del trabajo, deberá

adjuntarse la autorización oportuna para su reproducción en la revista.

9. Se especificará si el trabajo presentado ha recibido ayuda de cualquier índole (material y/o

económica), así como el organismo, institución o empresa que lo concede.

10. Presentación de manuscritos: Para la redacción del texto se utilizará Microsoft Word versión

95 o posteriores. La extensión máxima será de 15 folios, incluido el resumen, palabras clave,

tablas, imágenes y bibliografía; papel A4; interlineado del párrafo sencillo, sin

encabezamiento y en el pie de página debe constar el número de la misma. Márgenes

superior, inferior, derecho a izquierdo a 2,5 cm. Letra Times New Roman tamaño 12. En la

primera página del artículo aparecerá título del trabajo. Por su revisión doble ciego se

evitará nombre de autores tanto en el documento principal como en sus metadatos. El título

del artículo deberá aparecer tanto en español como en inglés. Se evitarán las notas a pie de

página. Si no es posible, se insertarán en la página correspondiente, con un tamaño de letra

Times New Roman tamaño 10. Las siglas y/o acrónimos, deberán desarrollarse la primera vez

que se escriban entre paréntesis. Para la elaboración de referencias bibliográficas, se

seguirán las normas APA (Publication Manual of the American Psychological Association 6ª

edición).

Las referencias bibliográficas deben incluir toda la información necesaria para permitir a cualquier lector

que así lo desee indicar y localizar los documentos citados en un texto. La información debe ser exacta,

por lo que es preciso revisar detenidamente los datos apuntados en la bibliografía, tal y como aparecen

en el documento original, y los reseñados dentro del texto, de manera que coincidan unos con otros.

En el apartado “REFERENCIAS” deberán incluirse única y exclusivamente las referencias de todas aquellas

fuentes que han sido citadas dentro del texto y viceversa.

ARTÍCULOS:

AUTORES

Dar el apellido (los apellidos) y a continuación las iniciales del nombre, para cada uno de los autores,

cualquiera que sea su número. Usar comas para separar a los autores y también para separar el apellido

(o los apellidos) del nombre. Si hay más de dos autores, la unión entre el último y el penúltimo, debe de

hacerse con “y” en español y “&” si escribiésemos el documento en inglés.

Vega, I.

Sánchez, J. M. y Ros, F.

Peñaranda, M., Serrano, A. y González, J. M.


95

FECHA DE PUBLICACIÓN

Dar el año en que se publicó el artículo. Siempre se coloca entre paréntesis. Después, siempre le sigue un

punto. Si el autor ha escrito más de un artículo ese año, se coloca una letra por orden alfabético para

indicar el número de artículos que tiene dicho autor. En la referencia a los artículos aceptados para su

publicación, pero no publicados todavía, anótense, entre paréntesis, las palabras “en prensa” en

castellano o “in press” para publicación angloparlante.

(2007).

(1996c).

(En prensa).

TÍTULO

Poner con mayúscula sólo la primera palabra del título y del subtítulo (si lo hay). No subrayar ni

entrecomillar el título. Usar número arábigos, no romanos, si deben señalarse numéricamente distintas

partes (a menos que el número romano forme ya parte del título). Terminar el título con punto.

La psicología.

Estudio sobre las catecolaminas en el diencéfalo.

NOMBRE DE LA REVISTA, VOLUMEN, NÚMERO Y PÁGINAS

Dar el nombre completo de la revista y poner en cursiva. La primera letra de cada palabra significativa

del nombre irá con mayúscula. Indicar el número del volumen y cursiva. No poner la abreviatura “vol.”

antes del número. Luego, el número de ese volumen, colocarlo entre paréntesis.

Se escriben los números de la primera y última página del artículo separados por un guión. Después, poner

un punto. Usar comas para separación de las partes que forman este elemento de la referencia

bibliográfica. Así, habrá coma entre el título y el número del volumen.

, Anales de Psicología, 22 (8), 34-56.

, Revista de Psicología del deporte, 34 (7), 41-56

, Journal of Personality and Social Psychology, 83 (2), 345-356

ALGUNOS EJEMPLOS:

ARTÍCULO CON UN AUTOR:

Ku, G. (2008). Learning to de-escalate: The effects of regret in escalation of commitment.

Organizational Behavior and Human Decision Processes, 105(2), 221-232. ARTÍCULO CON DOS AUTORES:

Sanchez, D., y King-Toler, E. (2007). Addressing disparities consultation and outreach strategies for

university settings. Consulting Psychology Journal: Practice and Research, 59(4), 286-295.

Villagrá, A. y Román, A. (1981). Diferente utilidad de las bases de datos americanas y europeas en las

ciencias sociales. Revista Española de Documentación Científica, 4(3), 113-129.

ARTÍCULO DE REVISTA, MÁS DE DOS AUTORES:

Van Vugt, M., Hogan, R., y Kaiser, R. B. (2008). Leadership, followership, and evolution: Some lessons

from the past. American Psychologist, 63(3), 182-196.

LIBROS:

AUTORES


96

Mismas peculiaridades que en publicaciones periódicas. Si el libro tiene Editor o Editores (que coordinan

científicamente la publicación), sus nombres aparecen en el lugar destinado a los autores, pero con la

abreviatura “Ed.” (Singular) o “Eds.” (Plural).

Otras abreviaturas:

Coordinador/es (Coord). (Coords). Director/es (Dir). (Dirs).

Compilador/es (Comp). (Comps).

Suppe, F. (Ed.)

Quiñones, E., Carpintero, H. y Tortosa, F. (Eds.) Leventhal, M. (Coord.).

TÍTULO

Se pone con mayúscula únicamente la primera palabra del título y del subtítulo si lo hay, y los nombres

propios. Debe de ir en cursiva. Usar números arábigos, no romanos, si deben señalarse numéricamente

distintas partes del libro; a menos que el número romano forme ya parte del título. Poner punto después

del título y antes de la restante información. Si debiésemos de poner la Edición, se coloca detrás del título

en número arábigo: “(Ed.)”

Análisis bibliométrico de la literatura científica. Mente y cuerpo (2º Ed.).

Imbéciles morales.

LUGAR DE EDICIÓN Y EDITORIAL

Dar el nombre de la ciudad (y país o región si fuese necesario) donde se ha editado el libro y después, dos

puntos “ : “

Nombre de la editorial, pero sin anteponer la palabra “Editorial” salvo si ésta se contiene en el propio

nombre editorial. Tampoco su abreviatura. Punto después del nombre del editorial.

Si el nombre del autor y de quien publica la obra coinciden, escríbase, donde debe de ir el nombre del

editorial, la palabra”autor”.

Madrid: Rialp.

Washington, DC: McGraw Hill.

Londres, Reino Unido: Routledge and Kegan Paul.

LIBROS: ALGUNOS EJEMPLOS

UN AUTOR:

Kidder, T. (1981). The soul of a new machine. Boston: Little, Brown & Company.

DOS AUTORES:

Frank, R. H., y Bernanke, B. (2007). Principles of macro-economics (3rd ed.). Boston: McGraw- Hill/Irwin.

AUTOR CORPORATIVO:

American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders. (4º Ed.).

Washington, DC: Autor.

SIN AUTOR NI EDITOR:

Merriam-Webster’s collegiate dictionary (11th ed.). (2003). Springfield, MA: Merriam- Webster.

CAPÍTULOS DE LIBRO:

PARTICULARIDADES

Se trata de un documento “capítulo” que pertenece a un libro, de ahí que sea la cita de un documento

EN un libro. Mismas particularidades que la cita de un libro.

• Nombres de los editores del libro: las iniciales se colocan antes que los apellidos.


97

• Después del título del libro, aparecen las páginas del capítulo del libro entre

paréntesis y con las iniciales “pp.”

• El año sólo se coloca al principio, puesto que es la misma fecha.

ALGUNOS EJEMPLOS

Nuthall, G. y Spook, I. (2005). Contemporary models of teaching. En R. M. W. Travers (Ed.),

Second handbook of research on teaching (pp. 47-77). Chicago: Rand McNally.

Woodward, J. T. (2009). Children’s learning systems. En J. T. Woodward, A. Pimm, S. S. Keenan,

M. N. Blum, H. A. Hammer y P. Sellzner (Eds.), Research in cognitive development: Vol. 1. Logical

cognition in children. (pp. 18-26). Nueva York: Springer.

Hammond, K. R., y Adelman, L. (1986). Science, values, and human judgment. En H. R. Arkes y K.

R. Hammond (Eds.), Judgement and decision making: An interdisciplinary reader (pp. 127-143).

Cambridge: Cambridge University Press.

Labajo, J. (2003). Body and voice: The construction of gender in flamenco. En T. Magrini (Ed.), Music and

gender: perspectives from the Mediterranean (pp. 67-86). Chicago: University of Chicago Press.

INFORMES DE INVESTIGACIÓN Y TÉCNICOS

Se procede tal y como queda dicho para las publicaciones periódicas y libros. Además:

• Si la organización que edita el informe le asigna un número, este número irá entre

paréntesis después del título, sin que entre el título y el paréntesis haya punto.

• Si el nombre del organismo que edita el informe es poco conocido, expresar también

el nombre de la institución a la que pertenece. Va primero el nombre más general

y luego el más específico. La información sobre el servicio de depósito del

documento debe ir entre paréntesis, al final.

ALGUNOS EJEMPLOS:

National Institute of Mental Health. (2003). Television and behavior: Ten years of scientific progress and

implications for cighties (DHHS Publication Nº ADM 82-1995). Washington, DC: U. S. Government Printing

Office.

Gottfredson, L. S. (2006). How valid are occupational reinforcer pattern scores? (Report Nº. CSOS-R-292).

Baltimore, MD: Johns Hopkins University, Center for Social Organisation of School.

TESIS DOCTORALES

La forma básica, es muy parecida a la de un libro: Apellido, I. (año). Título. Tesis doctoral, Departamento,

Institución (Localización).

ALGUNOS EJEMPLOS:

Mendoza, L. E. (1969). La orientación como técnica pedagógica. Su aplicación en Panamá. Tesis doctoral,

Facultad de Filosofía y Ciencias de la Educación, Universidad Complutense de Madrid.

Beck, G. (1992) Bullying among incarcerated young offenders. Tesis doctoral, Birbeck College, University

of London.

Goldfredson, G. D. (1978). Why don’t vocational interests predict job satisfaction better than they do?.

Tesis doctoral, Johns Hopkins University.

OTROS DOCUMENTOS

Comunicaciones, posters, ponencias en congresos, simposios, reuniones científicas...


98

Forma Básica: Apellido, I. (año). Título. ((Ej. Comunicación)) presentada en ((Ej. Congreso)), fecha,

ciudad.

ALGUNOS EJEMPLOS:

Beck, G. y Fireland, J. (1995). Measuring bullying in prisons. Comunicación presentada en el II Congreso

Internacional de Criminología, 7-13 de septiembre, Madrid.

López, S. y Araujo, L. L. (2006). Prevención del abuso a menores en los centros educativos. Póster

presentado en el XVIII Symposium de la Sociedad Sexológica Española, 15-19 de abril, Gijón.

DOCUMENTOS ELECTRÓNICOS

No hay que incluir el nombre de la base de datos donde se encontró el artículo, pero sí en el caso de las

tesis y los libros electrónicos. No se incluye la fecha en que se recuperó el artículo. No se escribe punto

después de la dirección Web (URL). Se dan las URLs completas de revistas electrónicas de dominio público

y/o bases de datos libre, cuando éstas sirvan para guiar más sesiones en línea para encontrar el mismo

artículo.

DOI: DIGITAL NUMBER IDENTIFIER

Serie alfanumérica única asignada por la editorial a un documento en formato electrónico Identifica

contenido. Provee un enlace consistente para su localización en Internet.

Actualmente, no todos los documentos tienen DOI, pero si lo tienen hay que incluirlo como parte de la

referencia. Si no tuviese DOI, incluir la URL.

ALGUNOS EJEMPLOS:

ARTÍCULO CIENTÍFICO CON DOI, EN BASE DE DATOS EBSCO

Demopoulos, A. W. J., Fry, B. & Smith, C. R. (2007). Food web structure in exotic and native mangroves:

A Hawaii–Puerto Rico comparison. Oecologia,153(3), 675-686. doi: 10.1007/s00442- 007-0751-x

ARTÍCULO SIN DOI, DE EBSCO

Parés-Ramos, I. K., Gould, W. A. & Aide, T. M. (2008). Agricultural abandonment, suburban growth, and

forest expansion in Puerto Rico between 1991 and 2000. Ecology & Society, 13(2), 1-19.

ARTÍCULO DE LA WEB

Cintrón, G., Lugo, A. E., Pool, D. J. & Morris, G. (1978). Mangroves of arid environments and adjacent

islands. Biotropica, 10(2),110-121. Recuperado de http://www.jstor.org/pss/2388013

LIBRO EN VERSIÓN ELECTRÓNICA:

Montero, M. & Sonn, C. C. (Eds.). (2009). Psychology of Liberation: Theory and applications. [Versión de

Springer]. doi: 10.1007/ 978-0-387-85784-8

De Jesús Domínguez, J. (1887). La autonomía administrativa en Puerto Rico.[Versión de Library of

Congress]. Recuperado de http://memory.loc.gov/cgibin/query/r?ammem/lhbpr:@

field%28DOCID+@lit%28lhbpr33517%29%29

CAPÍTULO DE LIBRO EN VERSIÓN ELECTRÓNICA

Graham, G. (2008). Behaviorism. En Zalta, E. N. (Ed.), The Stanford Encyclopedia of Philosophy (Otoño

2008 Ed.). Recuperado de http://plato.stanford.edu/archives/fall2008/entries/ behaviorism

ARTÍCULOS DE WIKIPEDIA:

Psychology. (n.d.). En Wikipedia. Recuperado el 14 de Octubre, 2009, de http://en.wikipedia.

org/wiki/Psychology


99

DOCUMENTOS WEB CON AUTOR

NAACP (2001, 25 de Febrero). NAACP calls for presidential order to halt police brutality crisis. Extraído el

3 de Junio de 2010 desde http://www.naacp.org/president/releases/police_ brutality.htm

DOCUMENTO WEB SIN AUTOR NI FECHA

Gvu’s 8th www user survey (n. d.). Recuperado el 13 de septiembre de 2009 desde http://

www.gvu.gatech.edu/user-surveys/survey-1997-10/

PERIÓDICO Y PERIÓDICO ON LINE

PERIODICO: Apellido, I. (Año, fecha). Título del artículo. Nombre del periódico, pi-pf.

PERIODICO ONLINE: Apellido, I. (Año, fecha). Título del artículo. Nombre del periódico. Recuperado de

URL

EJEMPLOS DE AMBOS:

Schwartz, J. (1993, 30 de Septiembre). Obesity affects economic, social status. The Washington Post, pp.

1-4.

Brody, E. J. (2007, 11 de Diciembre). Mental reserves keep brain agile.The New York Times. Recuperado

de http://www.nytimes.com

COMPROMISO DE PUBLICACIÓN

Los trabajos presentados serán revisados por dos revisores expertos anónimos pertenecientes al Comité

Científico de la Revista, quienes dictaminarán la idoneidad o no de su publicación.

La falta de consideración de los requisitos de la revista puede ser causa del rechazo del Trabajo o en su

caso de una demora en su proceso de revisión y publicación.

En el caso de solicitar posibles correcciones a los autores y el Comité Científico se reserva el derecho de

admitir o no las correcciones efectuadas. Una vez admitidos los trabajos, la Revista comunicará al autor

principal la aceptación o no de sus originales. La Dirección de la Revista acusará recibo de los originales

y se reservará el derecho a publicar el trabajo en el número que estime conveniente.

Normas revisadas y actualizadas a fecha de 10 de Junio del 2016

http://www.gvu.gatech.edu/user-surveys/survey-1997-10/

Ilustre Colegio Oficial de Licenciados en Educación Física y

en Ciencias de la Actividad Física y el Deporte

COLEF- Comunitat Valenciana Dirección: Paseo del Rajolar, 5 acc. 46100 Burjassot (Valencia)

Telf.: 963636219 Mov. 640878720 Correo electrónico: [email protected]

Web: http://colefcafecv.com

Número 31, edición especial. e-ISSN: 2659-8930


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