Scholarlink

Background <p>In football, combined cognitive and motor skills are of great importance. However, cognitive–motor testing and training is often conducted under isolated laboratory conditions, limiting its applicability to team training on the field. The aim of this study was to develop a&#xa0;cognitive–motor training schedule including football-specific elements and to test whether an 8‑week on-field training intervention could improve perceptual cognitive abilities and game performance in sub-elite youth football players.</p> Methods <p>In this quasi-experimental study, 35&#xa0;players aged 16–17&#xa0;years were divided into an intervention (IG, <i>n</i> = 18) and a&#xa0;control group (CG, <i>n</i> = 17). The IG completed 20 min of cognitive–motor training three times a&#xa0;week, integrated into their regular training schedule. The CG maintained their usual training schedule. Cognitive performance was assessed using the Trail Making Test (TMT) and the Trail Walking Test (TWT), while passing performance was assessed in a&#xa0;game situation test. Statistical analysis was conducted using two-way repeated measures ANOVA (group*time).</p> Results <p>Significant improvements were observed in cognitive and motor performance and executive functions on the TWT and TMT: Group*Time for TWT&#xa0;3, <i>F</i>(1.33) = 18,703, <i>p</i> &lt; 0.001, partial η<sup>2</sup> = 0.362; TMT&#xa0;1, <i>F</i>(1.33) = 16,842, <i>p</i> &lt; 0.001, partial η<sup>2</sup> = 0.338; TMT&#xa0;3, <i>F</i>(1.33) = 4422, <i>p</i> &lt; 0.048, partial η<sup>2</sup> = 0.113. However, there were no significant changes in passing ability in both temporal and group comparisons across all categories (pass rate in %; delivered passes; incomplete passes; expert rating passing difficulty; expert rating passing quality).</p> Conclusion <p>The intervention had a&#xa0;significant effect on the cognitive performance of the IG. Despite the absence of significant enhancements in football-specific factors in the test situation after the intervention, coaches reported improvements in players’ game performance. Future studies should utilize an adapted test scenario that incorporates improved in-field testing, longer intervention periods, and performance ratings by the coaches.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Football-specific training in sub-elite youth athletes to improve cognitive–motor performance

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月27日

查看全文
  • Jonas Rudolph,
  • Nikolaj Zeltner,
  • Lisa Krampe,
  • Bettina Wollesen

摘要

Background

In football, combined cognitive and motor skills are of great importance. However, cognitive–motor testing and training is often conducted under isolated laboratory conditions, limiting its applicability to team training on the field. The aim of this study was to develop a cognitive–motor training schedule including football-specific elements and to test whether an 8‑week on-field training intervention could improve perceptual cognitive abilities and game performance in sub-elite youth football players.

Methods

In this quasi-experimental study, 35 players aged 16–17 years were divided into an intervention (IG, n = 18) and a control group (CG, n = 17). The IG completed 20 min of cognitive–motor training three times a week, integrated into their regular training schedule. The CG maintained their usual training schedule. Cognitive performance was assessed using the Trail Making Test (TMT) and the Trail Walking Test (TWT), while passing performance was assessed in a game situation test. Statistical analysis was conducted using two-way repeated measures ANOVA (group*time).

Results

Significant improvements were observed in cognitive and motor performance and executive functions on the TWT and TMT: Group*Time for TWT 3, F(1.33) = 18,703, p < 0.001, partial η2 = 0.362; TMT 1, F(1.33) = 16,842, p < 0.001, partial η2 = 0.338; TMT 3, F(1.33) = 4422, p < 0.048, partial η2 = 0.113. However, there were no significant changes in passing ability in both temporal and group comparisons across all categories (pass rate in %; delivered passes; incomplete passes; expert rating passing difficulty; expert rating passing quality).

Conclusion

The intervention had a significant effect on the cognitive performance of the IG. Despite the absence of significant enhancements in football-specific factors in the test situation after the intervention, coaches reported improvements in players’ game performance. Future studies should utilize an adapted test scenario that incorporates improved in-field testing, longer intervention periods, and performance ratings by the coaches.