Basketball players perform a range of technical skills during game play. A skill synonymous with basketball is dribbling as players have been reported to spend ~10% of playing time dribbling the ball. 1 Moreover, dribbling while maintaining high movement velocities is especially important in
Aaron T. Scanlan, Vincent J. Dalbo, Daniele Conte, Emilija Stojanović, Nenad Stojiljković, Ratko Stanković, Vladimir Antić and Zoran Milanović
Farid Farhani, Hamid Rajabi, Raoof Negaresh, Ajmol Ali, Sadegh Amani Shalamzari and Julien S. Baker
-intensity running, 5 , 9 – 11 investigations into futsal skill performance that include shooting and dribbling are rare, 11 which may hinder coaches’ ability to optimize training. Furthermore, current futsal tests may have some limitations, such as examination of only one parameter (ie, aerobic fitness). 12
Job Fransen, Thomas W.J. Lovell, Kyle J.M. Bennett, Dieter Deprez, Frederik J.A. Deconinck, Matthieu Lenoir and Aaron J. Coutts
The aim of the current study was to examine the influence of restricted visual feedback using stroboscopic eyewear on the dribbling performance of youth soccer players. Three dribble test conditions were used in a within-subjects design to measure the effect of restricted visual feedback on soccer dribbling performance in 189 youth soccer players (age: 10–18 y) classified as fast, average or slow dribblers. The results showed that limiting visual feedback increased dribble test times across all abilities. Furthermore, the largest performance decrement between stroboscopic and full vision conditions was in fast dribblers, showing that fast dribblers were most affected by reduced visual information. This may be due to a greater dependency on visual feedback at increased speeds, which may limit the ability to maintain continuous control of the ball. These findings may have important implications for the development of soccer dribbling ability.
Weiyun Chen, Inez Rovegno, John Todorovich and Matt Babiarz
The purpose of this study was to describe third grade children’s movement responses to dribbling tasks taught by four accomplished teachers and how children’s dribbling varied with changes in task constraints. Children in four intact classes were videotaped during three dribbling lessons as part of their physical education program. Videotapes were analyzed to provide descriptions of children’s movement responses. Typically, when children dribbled while walking or jogging they controlled the ball, pushed with finger pads, and looked at the ball. When dribbling tasks were more difficult, in general, there was less ball control and more slapping with palms (less mature patterns) while at the same time more instances of children lifting their heads to look up (a more mature pattern). Task constraints had differential impacts on different dribbling elements. One implication is that teachers need to consider this differential impact in designing practice conditions and in selecting assessment tasks.
Keeron J. Stone and Jonathan L. Oliver
The aim of the study was to examine the effect of fatigue, developed during prolonged high-intensity intermittent exercise, on the performance of soccer shooting and dribbling skill.
Nine semiprofessional soccer players with a mean age of 20.7 ± 1.4 years volunteered to participate in the study. Participants completed a slalom dribble test and the Loughborough Soccer Shooting Test (LSST), before and directly following the performance of three 15-min bouts of a modified version of the Loughborough Intermittent Shuttle Test (LIST).
Mean heart rates and mean 15-m sprint times remained unchanged across the three bouts of the LIST. Following the LIST slalom dribbling time increased significantly by 4.5 ± 4.0% (P = .009), while the mean total points scored during the LSST was significantly reduced by 7.6 ± 7.0 points (P = .012). When fatigued the frequency of shots in the LSST achieving the highest score of 5 points was reduced by 47% while the frequency of shots achieving the lowest 0 point score increased by 85%.
Results show that while 45 min of exercise caused no decrements in sprint performance there were significant reductions in the ability to perform soccer-specific skills. Both the speed (dribbling time) and accuracy (shot performance) with which soccer-specific skills were executed was impaired following exercise replicating one-half of a soccer match.
Inez Rovegno, Weiyun Chen and John Todorovich
The purpose of this study was to describe four accomplished teachers’ enacted pedagogical content knowledge of teaching hand dribbling to third grade children. We aimed to investigate and make accessible the knowledge and wisdom of practicing teachers. We videotaped three sequential lessons of each teacher and conducted formal and informal interviews. Three themes emerged from a grounded analysis of the data: (a) approaching dribbling content as a network of connected movements and tactics, (b) refining movement patterns based on knowledge initially acquired in younger grades, and (c) teaching the cognitive processes (learning orientation, self-regulation, movement and tactical analysis and critique, and making decisions) embedded in and relevant to lesson dribbling activities.
Mark Russell, David Benton and Michael Kingsley
This study examined the effects of exercise-induced fatigue on soccer skills performed throughout simulated match play.
Fifteen academy soccer players completed a soccer match simulation (SMS) including passing, dribbling, and shooting skills. Precision, success rate, and ball speed were determined via video analysis for all skills. Blood samples were obtained before exercise (preexercise), every 15 min during the simulation (15, 30, 45, 60, 75, and 90 min), and 10 min into half-time.
Preliminary testing confirmed test-retest repeatability of performance, physiological, and metabolic responses to 45 min of the SMS. Exercise influenced shooting precision (timing effect: P = .035) and passing speed (timing effect: P = .011), such that shots taken after exercise were 25.5 ± 4.0% less accurate than those taken before exercise and passes in the last 15 min were 7.8 ± 4.3% slower than in the first 15 min. Shot and pass speeds were slower during the second half compared with the first half (shooting: 17.3 ± 0.3 m·s-1 vs 16.6 ± 0.3 m·s-1, P = 0.012; passing: 13.0 ± 0.5 m·s-1 vs 12.2 ± 0.5 m·s-1, P = 0.039). Dribbling performance was unaffected by exercise. Blood lactate concentrations were elevated above preexercise values throughout exercise (time of sample effect: P < .001).
These findings demonstrate that soccer-specific exercise influenced the quality of performance in gross motor skills, such as passing and shooting. Therefore, interventions to maintain skilled performance during the second half of soccer match play are warranted.
Iris Orbach, Robert N. Singer and Milledge Murphey
There is a shortage of research in which the effect of attribution training interventions on sport performance has been investigated. Therefore, the primary goal of this study was to determine the influence of an attribution training program on individuals who attribute their sport performance to dysfunctional attributions. Sixty college recreational basketball players were oriented to perceive their performance in a basketball skill task as due to (a) controllable, unstable factors, (b) uncontrollable, stable factors, or (c) no specific factors. Dependent variables included attributions and performance time. Using MANOVA and repeated measures factorial ANOVAs, results revealed that it is possible to modify attributions and performance in regard to a basketball performance task. The data are supportive of the potential influence of attribution training in a sport setting and the use of a controllable, unstable dimensional orientation as a means to improve performance.
Paola Rodriguez-Giustiniani, Ian Rollo, Oliver C. Witard and Stuart D. R. Galloway
( Harper et al., 2017 ). Skill performance and intermittent endurance performance were improved on the 12% carbohydrate trial compared with placebo, as evidenced by the maintenance of dribbling speed and self-paced soccer-specific exercise performance during the latter stages of the soccer match simulation
Robert Weinberg, Deanna Morrison, Megan Loftin, Thelma Horn, Elizabeth Goodwin, Emily Wright and Carly Block
background questionnaire assessing some relevant demographics (e.g., age, academic year), their basketball experience, and their perceived basketball ability in terms of the skills that would be performed (i.e., layups, foul shooting, dribbling). These latter perceptions were assessed using a 7-point Likert