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The effect of training on side foot-kick performance among swedish first league women´s soccer players
Dalarna University, School of Education, Health and Social Studies, Sport and Health Science.
Dalarna University, School of Education, Health and Social Studies, Sport and Health Science.
Dalarna University, School of Education, Health and Social Studies, Sport and Health Science.
Dalarna University, School of Education, Health and Social Studies, Sport and Health Science.ORCID iD: 0000-0002-7178-5357
2018 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

THE EFFECT OF TRAINING ON SIDE FOOT-KICK PERFORMANCE AMONG SWEDISH FIRST LEAGUE WOMEN’S SOCCER PLAYERS

Carlsson, M.1, Isberg, J.1, Nilsson, J.1, Carlsson, T.1 1: Dalarna University (Falun, Sweden)

Introduction

A high completion rate for passes is important for success in soccer, because longer passing sequences are related to more scored goals (Hughes & Franks, 2005). In a recent study, it was found that female players had a lower pass-completion rate than male players at the highest competitive standard of European soccer, which suggests that elite female players in general do not have the same technical characteristics as elite male players (Paul S. Bradley et al., 2014). The purpose of the study was investigate the effect of a 2-week training intervention on side foot-kick performance among Swedish first league women’s soccer players.

 Methods

To investigate the effect of training on side foot-kick performance, a pre-post-intervention study was implemented where four side foot-kick tests were performed before and after a 2-week training period. The side foot-kick accuracy were investigated when kicking a stationary ball using match-relevant ball speed (SBRS) and maximal ball speed (SBMS) as well as subsequent to a 5-m run with the ball from different approach angles (0°, 30°, and 60°) to a predetermined position, where passing of the ball on the move was executed using match-relevant ball speed (RBRS). The fourth test comprised repeated side-foot kicks onto a rebound-box with continuously increasing passing distance (RRB).

Based on the results from the pre-tests, the players were assigned to either the intervention group (INT) or the control group (CON). The training intervention consisted of six 55-min training sessions. In each session, two rounds of five exercises focusing on improvement of side foot-kick accuracy were executed. Within-group and between-group differences were investigated using paired samples Student’s t-tests and Mann-Whitney U tests, respectively.

Results

Prior to the training intervention, there were no significant differences between the groups for any of the investigated test variables. The INT group improved RBRS (P = 0.036) and RRB (P = 0.010) during the training intervention, whereas no significant within-group changes were found for either SBRS or SBMS (both P > 0.05). No within-group differences were found for any of the test variables in the CON group (all P > 0.05). Significant between-group differences were found for RBRS (P = 0.040) and RRB (P = 0.005), whereas no differences were found for either SBRS or SBMS (both P > 0.05).

Conclusion

The fundamental soccer skill of passing a moving ball could be improved in elite women players by a 2-week training period focusing on improving   side foot-kick performance.

References

Bradley PS, Carling C, Diaz AG, Hood P, Barnes C, Ade J, Boddy M, Krustrup P, Mohr M (2013) Hum Mov Sci, 32, 808-821.

Hughes M, Franks I (2005) J Sports Sci, 23, 509-514.

Place, publisher, year, edition, pages
2018.
National Category
Sport and Fitness Sciences
Research subject
Health and Welfare
Identifiers
URN: urn:nbn:se:du-27743OAI: oai:DiVA.org:du-27743DiVA, id: diva2:1211484
Conference
23rd annual Congress of the European College of Sport Science, Dublin 4-7 July 2018
Available from: 2018-05-31 Created: 2018-05-31 Last updated: 2018-05-31Bibliographically approved

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Carlsson, MagnusIsberg, JennyNilsson, JohnnyCarlsson, Tomas

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CiteExportLink to record
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Citation style
  • apa
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