Gymnastik- och idrottshögskolan, GIH

Aim: The aim of the present study was to examine the outcome of repetitive-part training and dual-task training in the acquisition of dribbling technique and decision making in prepubescent novice soccer players.

Method: Twenty four preschool pupils, with an age of 6.2 ± 0.4 years (mean ± SD) and with no previous experience of partaking in any organized team or ball sport participated in the study. The participants were tested (pre test) for initial performance level of dribbling technique and decision making and were then divided into two balanced experimental groups. The repetitive-part group underwent four weeks of part-task training (isolated dribbling-technique training) which were followed by four weeks of dual-task training (simultaneous training of dribbling technique and decision making). The dual-task group underwent eight weeks of dual-task training. The outcome in acquisition of dribbling technique and decision making was examined after four (mid test) and eight (post test) weeks of training. Both training regimes were followed by four weeks of non-training and thereafter a test (retention test) of the retention effects was carried out. Effect sizes (d) of the acquisition within each group and of the difference in performance and acquisition between the two groups were evaluated based on Cohen's effect size criteria (|d| > 0.2, small effect; |d| > 0.5, moderate effect; |d| > 0.8, large effect).

Results: Between the pre and mid test, both groups showed large improvements in dribbling technique. The corresponding improvement was small in the repetitive-part group and moderate in the dual-task group between the mid and post test. There were large differences between the groups' decision-making performances at the mid, post, and retention test where the dual-task group was superior to the repetitive-part group. The dual task group showed large improvements of decision making between the pre and mid test. Between the mid and post test, the corresponding effect was large within the repetitive-part group and moderate in the dual-task group. The improvement of the dual-task group's decision making between the pre and mid test was greater than the corresponding improvement showed by the repetitive-part group, between the mid and post test. This difference produced a moderate effect size.

Conclusions: These findings challenge conventional repetitive-part training regimes and, with references to previous research, emphasize the importance of dual-task training for skill acquisition in prepubescent novice soccer players.