Unlocking Team Dynamics: Exploring the Influence of Group Regulation on Technical Development in Small-Sided Soccer Games

Faten Sahli; Manar Boujabli; Hajer Sahli; Nidhal Jebabli; Hatem Ghouili; Khaled Trabelsi; Mohamed Mansour Bouzouraa; Noomen Guelmami; Mohamed Ben Aissa; Achraf Ammar; Ismail Dergaa; Makram Zghibi

doi:10.1007/s42978-024-00279-8

Journal of Science in Sport and Exercise ›› : 1 -7. DOI: 10.1007/s42978-024-00279-8

Original Article

Unlocking Team Dynamics: Exploring the Influence of Group Regulation on Technical Development in Small-Sided Soccer Games

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¹Higher Institute of Sport and Physical Education of Ksar-Said, University of Manouba, Manouba, Tunisia

²Research Unit “Sportive Performance and Physical Rehabilitation”, Higher Institute of Sports and Physical Education of Kef, University of Jendouba, Jendouba, Tunisia

³High Institute of Sport and Physical Education, University of Sfax, Sfax, Tunisia

⁴Research Laboratory, Education, Motricity, Sport and Health (EM2S), LR15JS01, High Institute of Sport and Physical Education, University of Sfax, Sfax, Tunisia

⁵Department of Training and Movement Science, Institute of Sport Science, Johannes Gutenberg-University Mainz, Mainz, Germany

⁶Interdisciplinary Laboratory in Neurosciences, Physiology and Psychology: Physical Activity, Health and Learning (LINP2), UFR STAPS (Faculty of Sport Sciences), UPL, Paris Nanterre University, Nanterre, France

⁷Research Laboratory, Molecular Bases of Human Pathology, LR19ES13, Faculty of Medicine, University of Sfax, 3029, Sfax, Tunisia

⁸Primary Health Care Corporation (PHCC), P.O. Box 26555, Doha, Qatar

Corresponding author:

^m Phd.dergaa@gmail.com idergaa@phcc.gov.qa

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Abstract

Purpose

Discussions held by players during the halftime of a soccer match are widely recognized as influential factors in boosting their involvement and physical activity of soccer players. This study aimed to investigate the impact of learning small-sided games (SSG) through player discussions on decision-making, as well as the technical and tactical skills of young soccer players.

Methods

Forty-two U-15 male amateur soccer players were randomly assigned to 6 groups and participated in a study comprising 4 sessions of small-sided games (SSG). Each session consisted of two sets of 15 min each. The SSG sessions were conducted with and without the inclusion of self-regulation of learning. Technical actions (i.e., balls won, balls received, balls lost, shots, and goals) were measured during each set of sessions using a digital camera recorder.

Results

The results showed no significant differences in the main effects of the time, group, session, and group × session × time interactions for most technical actions. However, there was a significant main effect of group observed for shoot action (P = 0.021; η _p ² = 0.102), with a higher number of shoot actions in the co-regulation of learning group than in the self-regulation of learning group.

Conclusion

The self-regulation approach employed by players alone did not lead to significant improvements in technical performance during SSG. Further research is needed to explore additional factors and/or interventions that could potentially enhance the effectiveness of learning through discussions in SSG.

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Faten Sahli, Manar Boujabli, Hajer Sahli, Nidhal Jebabli, Hatem Ghouili, Khaled Trabelsi, Mohamed Mansour Bouzouraa, Noomen Guelmami, Mohamed Ben Aissa, Achraf Ammar, Ismail Dergaa, Makram Zghibi. Unlocking Team Dynamics: Exploring the Influence of Group Regulation on Technical Development in Small-Sided Soccer Games. Journal of Science in Sport and Exercise 1-7 DOI:10.1007/s42978-024-00279-8