TRAIN AS YOU PLAY STUDY

                              

Yet another study showing the player development superiorities associated with training with a games-based focus (constraints-led approach, ecological dynamics etc).

If you're still using more then 1 cone drill for more then 10% of your total training session then I really don't know what to tell you at this point as this about the 10th study I've posted on this.

If you want to change your coaching approach to something like this but don't where to start then get in contact me and we can work together to build your coaching methodology.

It's based on soccer but the results still stand up for footy.

Here are my notes from this one:

– There was a play v a practice v a control group

• The play group replaced the deliberate practice section with play
• The play section manipulated constraints over 5 seeks
• The instruction was to play over, through or around your opposition + maintain possession and prevent the opposition getting ball
• Goal setting was built around which team can execute the most passes in a row, which team can shoot the most goals and which team can outplay the opposition as often as possible
• The scoring system included 1 team getting points for passes (5 passes = 1 point) while the other team could get points for goals (1 goal = 1 point) and then who could score the most
• Another scoring system was to be able to complete 5 – 8 passes before scoring and then who could score the most goals
• Manipulated constraints included a reduced field size to increase defensive pressure, players can’t dribble, neutral players who were on offensive the entire game but could not score, 2 wing neutrals outside the playing area and 2 goals at each teams end
• Tactical aspects were observed to see if players could switch from 1 goal to the other and then score and how the offensive team used their outnumber advantage
• Game types included a rondo without goals to facilitate channel combination play, 2 goals each end but 1 keeper, 5 passes + goal = 2 goals + 10 passes - 3 goals and goals from central areas only
• All groups improved passing skill in post program testing but only the play group maintained those results in retention tests
• Play had far better retention results yet performed less than half the total pass reps (354 – 777) v the practice group
• It's important to note that is isn't just playing games that makes the difference, but games with specific intentions that promote exploration, real skill development (adaptability) and thus long term learning/development