Changes in decision-making skill and skill execution in soccer performance: The intervention study [Změny dovednosti v rozhodování a provedení innosti ve fotbalovém vykonu: Interven ní studie]

BACKGROUND: Previous studies have provided controversal results on the development of the skills of decision-making skill and skill execution when tactical models of the teaching of a game were used. OBJECTIVE: The purpose of the study was to examine the effects of two different combined technical-tactical instructional models on the development of decision-making skill and ball skill execution during a soccer match in female students. METHODS: Two groups of female students aged 20.9±0.7 years underwent the 5-week soccer training intervention, consisting of two 90 min. training units a week, based on the technical-tactical model with an emphasis on orientation to tactical and technical skills, respectively (CTA and CTE students, respectively). Before and after the intervention, students' decision-making skill and ball skill execution in a match were assessed from videorecords of matches using the Soccer performance observation system (SPOS). In addition, the Soccer skill test battery (Mor, & Christian, 1979) was used to assess the ball skills under control environment. RESULTS: The skill execution index (SEI) after intervention in both CTA and CTE students (0.58 ± 0.15 and 0.65 ± 0.11) found using SPOS were significantly higher in comparison to SEI before the intervention (0.46 ± 0.13 and 0.50 ± 0.09; p < 0.05 and p < 0.01). Similarly, the decision-making index (DMI) was significantly enhanced after intervention in the cases of both CTA students (from 0.70 ± 0.14 to 0.81 ± 0.12, p < 0.05) and CTE students (from 0.65 ± 0.11 to 0.75 ± 0.12, p < 0.05). CONCLUSIONS: This study showed that instructional models with both dominant tactical tasks and dominant technical tasks can result in the significant improvement of both decision-making and skill execution performance in young adult subjects. The study suggested that both decision-making in game situations and ball skill execution can be developed through implicit learning. [VYCHODISKA: P edchozí studie p inesly kontroverzní vysledky o vyvoji dovednosti v rozhodování a dovednosti v provedení inností mí em p i uplatnění taktického modelu vyu ování sportovní h e. CíLE: Cílem studie bylo prozkoumat efekty dvou kombinovanych technicko-taktickych model vyu ování na rozvoj dovednosti v rozhodování a provedení inností s mí em v utkání u studentek. METODIKA: Dvě skupiny studentek (věk 20.9 ± 0.7 rok ) se zú astnily 5-tydenní interven ního fotbalového tréninku, ktery byl zalo en na technicko-taktickém modelu vyu ování her, s frekvencí dvou 90-min. tréninkovych jednotek tydně. U jedné skupiny studentek byl u it trén