To optimize players' tactical abilities, coaches need to design training sessions with representative learning tasks, such as, small-sided games. Moreover, it is necessary to adapt the complexity of the tasks to the skill level of the athletes to maximally improve their perceptual, visual and attentive abilities. The objective of this study was to analyze the effect of two teaching programs, each utilizing modified games with varied levels of opposition, on decision-making and action execution in young players with different levels of sports expertise. 19 football players (U12), separated into two ability groups (Average versus Low skill-level), participated in a series of training sessions that were spread over 4 phases: Pre-intervention 1, Intervention 1 (teaching program based on modified games with numerical superiority in attack), Pre-intervention 2 and Intervention 2 (teaching program based on modified games with numerical equality). Each intervention phase lasted 14 sessions. Decision-making and the execution of pass action during league matches over the same period were evaluated using the Game Performance Evaluation Tool (GPET). The Average skill-level group showed significant differences after the first intervention in decision-making and execution of the pass action (decision-making, p = .015; execution, p = .031), but not after the second intervention (decision-making, p = 1.000; execution, p = 1.000). For the Low skill-level group, significant differences were only observed in the execution of passing between the first and last phases (p = .014). These findings seem to indicate that for groups with an average level of expertise, training with numerical superiority in attack provides players with more time to make better decisions and to better execute actions. However, for lower-level groups programs may take longer to facilitate improvement. Nevertheless, numerical equality did not result in improvement for either group.

This study deals with decision and execution behavior of tennis players during competition. The study is based on the expert-novice paradigm and aims to identify differences between both groups in the decision-making and execution variables in serve and shot actions in tennis. Six expert players (elite Spanish tennis players) and six novice players (grade school tennis players) took part in this study. To carry out this study, the observation protocol defined by McPherson and Thomas in 1989, in which control, decision-making and execution variables were included, was used, where it was applied to the performance of the tennis player in a real match situation. In the analysis, significant differences between experts and novices in decision-making and execution variables are found wherein it can be observed that experts display a greater ability to make the appropriate decisions, selecting the most tactical responses to put pressure on the opponent. Expert tennis players were also able to carry out forceful executions to their opponent with greater efficiency, making the opponent's response to a large extent more difficult. These findings are in accordance with those of McPherson and colleagues.

The aim of this study was to analyze the effect of a teaching program, based on Non-Linear Pedagogy, on decision-making and performance in youth soccer players as a function of the type of play action. Our participants were 19 players from the U12 age category. The teaching program, which was based on the application of modified games characterized by a numerical superiority in attack, was used for 14 training sessions. This program was conducted in two phases (preparation-for-intervention and intervention). Decision-making and execution for pass and dribbling actions were evaluated through the Game Performance Evaluation Tool. The results showed significant differences in favour of the experimental group in decision-making (p < .000) and the execution of passes (p = .003) after the intervention. However, such differences were not found for dribbling (decision-making, p = .402 and execution, p = .143). These findings demonstrate the effectiveness of this type of program for teaching actions with a high tactical component, such as the pass, and a different approach must be considered in actions with a high technical component, such as dribbling. It is necessary to continue developing studies in this line to clarify these issues.

Background: The World Health Organization (WHO) considers physical inactivity (PIA) as a critical noncommunicable factor for disease and mortality, affecting more women than men. In 2013, the WHO set a 10% reduction of the PIA prevalence, with the goal to be reached by 2025. Changes in the 2013–2017 period of physical inactivity prevalence in the 28 European Union (EU) countries were evaluated to track the progress in achieving WHO 2025 target. Methods: In 2013 and 2017 EU Special Eurobarometers, the physical activity levels reported by the International Physical Activity Questionnaire of 53,607 adults were analyzed. Data were considered as a whole sample and country-by-country. A χ2 test was used to analyze the physical inactivity prevalence (%) between countries, analyzing women and men together and separately. Additionally, PIA prevalence was analyzed between years (2013–2017) for the overall EU sample and within-country using a Z-Score for two population proportions. Results: The PIA prevalence increased between 2013 and 2017 for the overall EU sample (p < 0.001), and for women (p = 0.04) and men (p < 0.001) separately. Data showed a higher PIA prevalence in women versus men during both years (p < 0.001). When separately considering changes in PIA by gender, only Belgium’s women and Luxembourg’s men showed a reduction in PIA prevalence. Increases in PIA prevalence over time were observed in women from Austria, Croatia, Germany, Lithuania, Malta, Portugal, Romania, and Slovakia and in men from Bulgaria, Croatia, Czechia, Germany, Italy, Lithuania, Portugal, Romania, Slovakia, and Spain. Conclusions: PIA prevalence showed an overall increase across the EU and for both women and men between 2013 and 2017, with higher rates of PIA reported for women versus men during both years. PIA prevalence was reduced in only Belgium’s women and Luxembourg’s men. Our data indicate a limited gender-sensible approach while tacking PIA prevalence with no progress reaching global voluntary reductions of PIA for 2025.

This research study purports to verify the effect produced on the motivation of physical education students of a multi-dimensional programme in dance teaching sessions. This programme incorporates the application of teaching skills directed towards supporting the needs of autonomy, competence and relatedness. A quasi-experimental design was carried out with two natural groups of 4^th year Secondary Education students - control and experimental -, delivering 12 dance teaching sessions. A prior training programme was carried out with the teacher in the experimental group to support these needs. An initial and final measurement was taken in both groups and the results revealed that the students from the experimental group showed an increase of the perception of autonomy and, in general, of the level of self-determination towards the curricular content of corporal expression focused on dance in physical education. To this end, we highlight the programme's usefulness in increasing the students' motivation towards this content, which is so complicated for teachers of this area to develop.

This study examined the effectiveness of a 10-week decision training program on decision making and performance in tennis. Decision training was based on the analysis combining tactical questioning and video feedback about players own actions. A quasi-experimental design with intermediate tennis players (control group, n = 6; experimental group, n = 5) was developed over 18 weeks, divided into 3 phases: preintervention, postintervention, and retention. A total of 13,383 game play actions were analyzed to test differences. Experimental group improves significantly decision making and performance and maintained improvements during the retention phase. Video feedback combined with questioning is recommended to achieve sport expertise.