The relationship between physical, technical, and tactical skills, perceived competence, and decision-making and execution during small-sided games in youth grassroots footballers

Abstract

Introduction: Holistic development is encompassed by a learner’s physical, emotional, social, cognitive, and affective development. The English Football Association presents its own model of holistic development known as the FA Four Corner model. Previous research has investigated the association between the four facets of the model, including physical, social, psychological and technical and tactical skills. However, the relationship between the aforementioned components and learners’ performance within in-game contexts is yet to be investigated. Therefore, this study examined the relationship between learners’ physical, technical and tactical skills, perceived competence and decision-making and execution within small-sided games (SSGs). Methods: Grassroots footballers (N = 96, 13.02 ± 0.82years) were recruited for the study, including 51 boys and 45 girls. Physical skill measurements were obtained through the Test of Gross Motor Development-3. Technical skill was measured using the Loughborough Soccer Passing Test and the University of Ghent Dribbling Test. The Procedural Tactical Knowledge Test measured tactical skill. Perceived competence and social acceptance were obtained through Harter’s Self Perception Profile for Adolescents. Finally, the Game Performance Evaluation Tool (GPET) measured decision-making and execution within small-sided games (SSGs). Statistical analysis was undertaken over three stages. Statistical Analysis and Results: Through Principal Components Analysis (PCA) in stage one, the outputs from GPET were grouped into three in-game constructs, termed ‘maintaining possession’, ‘progressive retention’ and ‘dynamic attacking play’ (r = 0.723–0.852). In stage two, PCA grouped skills test scores into ‘holistic game competence’ (physical, technical and tactical skills) and ‘psycho-social skills’ (perceived competence and social acceptance) (r = 0.680–0.827). In stage three, despite not meeting traditionally accepted thresholds, the Structural Equation Modelling (SEM) can be interpreted as a modest fit χ ²(112) = 204.025, p <.001, CFI =.819, TLI =.780, RMSEA =.093. Consequently, results should be interpreted as preliminary; however, significant relationships were witnessed between holistic game competence and all three in-game constructs (r = 0.34–1.00). Additionally, SEM revealed a significant relationship between perceived competence and dynamic attacking play (r = 0.33). Conclusion: Consequently, this study presents novel preliminary evidence of the relationship between the traditional ‘Four Corners’ and learners’ in-game performance, offering implications for coaching practice within grassroots football, pioneering the concept of holistic game competence and demonstrating its importance along with perceived competence in fostering innovative and exploratory skills within young learners.