Understanding how youth football players base their game interactions may constitute a solid criterion for fine-tuning the training process and, ultimately, to achieve better individual and team performances during competition. The present study aims to explore how passing networks and positioning variables can be linked to the match outcome in youth elite association football. The participants included 44 male elite players from under-15 and under-17 age groups. A passing network approach within positioning-derived variables was computed to identify the contributions of individual players for the overall team behaviour outcome during a simulated match. Results suggested that lower team passing dependency for a given player (expressed by lower betweenness network centrality scores) and high intra-team well-connected passing relations (expressed by higher closeness network centrality scores) were related to better outcomes. The correlation between the dyads’ positioning regularity and the passing density showed a most likely higher correlation in under-15 (moderate effect), indicating a possible more dependence of the ball position rather than in the under-17 teams (small/unclear effects). Overall, this study emphasizes the potential of coupling notational analyses with spatial-temporal relations to produce a more functional and holistic understanding of teams’ sports performance. Also, the social network analysis allowed to reveal novel key determinants of collective performance.

Developing creativity in team sports players is becoming an increasing focus in sports sciences. The Creativity Developmental Framework is presented to provide an updated science based background. This Framework describes five incremental creative stages (beginner, explorer, illuminati, creator and rise) and combines them into multidisciplinary approaches embodied in creative assumptions. In the first training stages, the emphasis is placed on the enrollment in diversification, deliberate play and physical literacy approaches grounded in nonlinear pedagogies. These approaches allow more freedom to discover different movement patterns increasing the likelihood of emerging novel, adaptive and functional solutions. In the later stages, the progressive specialization in sports and the differential learning commitment are extremely important to push the limits of the creative progress at higher levels of performance by increasing the range of skills configurations. Notwithstanding, during all developmental stages the teaching games for understanding, a game-centred approach, linked with the constraints-led approach play an important role to boost the tactical creative behaviour. Both perspectives might encourage players to explore all actions possibilities (improving divergent thinking) and prevents the standardization in their actions. Overall, considering the aforementioned practice conditions the Creativity Developmental Framework scrutinizes the main directions that lead to a long-term improvement of the creative behaviour in team sports. Nevertheless, this framework should be seen as a work in progress to be later used as the paramount reference in creativity training.

Purpose: The aim of this study was to identify the effects of a differential-learning program, embedded in small-sided games, on the creative and tactical behavior of youth soccer players. Forty players from under-13 (U13) and under-15 (U15) were allocated into control and experimental groups and were tested using a randomized pretest to posttest design using small-sided games situations. Method: The experimental group participated in a 5-month differential-learning program embodied in small-sided games situations, while the control group participated in a typical small-sided games training program. In-game creativity was assessed through notational analyses of the creative components, and the players’ positional data were used to compute tactical-derived variables. Results: The findings suggested that differential learning facilitated the development of creative components, mainly concerning attempts (U13, small; U15, small), versatility (U13, moderate; U15, small), and originality (U13, unclear; U15, small) of players’ actions. Likewise, the differential-learning approach provided a decrease in fails during the game in both experimental groups (moderate). Moreover, differential learning seemed to favor regularity in pitch-positioning behavior for the distance between players’ dyads (U13, small; U15, small), the distance to the team target (U13, moderate; U15, small), and the distance to the opponent target (U13, moderate; U15, small). Conclusions: The differential-learning program stressed creative and positional behavior in both age groups with a distinct magnitude of effects, with the U13 players demonstrating higher improvements over the U15 players. Overall, these findings confirmed that the technical variability promoted by differential learning nurtures regularity of positioning behavior.

Team Sports has been suggested as a suitable environment to investigate creative behavior. This study’s purpose was two-fold: first, it intended to identify the effects of the Skills4Genius sports-bases training program in thinking, motor, and in-game creative behavior in team sports. Second, it aimed to investigate the relationship between creative thinking and in-game creativity. Forty children from primary school were allocated into control (n = 18, age: 9.2±0.4) and experimental (n = 22, age: 9.5±0.7) groups. The experimental group participated in a five-month training program involving either creative thinking, diversification, physical literacy, and nonlinear pedagogy approaches (Skills4Genius). Variables in the study included: a) creative thinking; b) motor performance (vertical jump, speed, and agility); c) in-game individual creative behavior (attempts, fluency, and versatility); and d) in-game collective behavior (positional regularity). The results suggested that the Skills4Genius program fostered creative thinking, agility, and speed performance. Moreover, it stretched the in-game individual creative behavior mainly through the improvement of the attempts and versatility of the player’s actions. Lastly, it nurtured a better learning of the tactical principles, whereas the children were more coordinated with their teammates’ and opponents’ positioning. Additionally, this study presents a positive correlation linking creative thinking and in-game creative performance. These findings highlighted that creativity is facilitated while players become more thinking and game-skilled. Coaches and educators may apply this functional environment to inspire children’s disposition to move outside the box and trigger a creative spark in team sports players. Notwithstanding, the sports environment is ideally suited for fostering creative behavior, a higher-order disposition that will go on to differentiate the everyday life of a child.

This study aimed to identify the effects of different pitch configurations on youth players positional and physical performances. Forty players participated in a Gk + 5vs5 + Gk small-sided game under four conditions: regular condition (regular), pitch with the direction of competitive matches; sided condition (sided), goals were changed to width; different pitch orientation (≠orientation), performed in side-to-side line compared to competitive matches; dynamic pitch (dynamic), boundaries were randomly changed every minute by: regular pitch; decrease 6 m width; diamond shape. The following variables were considered: players’ effective playing space, distance between teammates’ dyads time spent synchronized, average speed and a ratio between the distance covered at different intensities and distance covered while recovering. Overall, players exhibited better performances in pitches that are more representative of the environmental information seen during competitive matches (regular and ≠orientation). However, coaches may also use different boundary conditions to promote the players’ ability to adapt to different context information.

Relative age effects (RAEs) appear consistently prevalent throughout the youth basketball literature. However, the selection into and successful transition out of a national talent pathway in basketball is yet to be explored. Thus, the primary aim of this study was to explore the influence of relative age, gender, and playing time based on the selection into the Regional Talent Hubs and Basketball England youth teams (U16, U18, and U20) and the successful transition into the England National Senior Teams. Participants who were selected into the male (n = 450) and female (n = 314) Basketball England Talent Pathway were allocated into one of three cohorts: (a) Regional Talent Hubs (U12 to U15; n = 183), (b) England National Youth Teams (U16, U18, and U20; n = 537), and (c) England National Senior Teams (n = 44). A chi-square test was used to compare the birth quarter (BQ) distributions of each cohort against the expected distributions, with a Cramer’s V (Vc) used to interpret effect sizes. Odds ratios (OR) and 95% confidence intervals were also calculated to compare the likelihood of each BQ being represented. Males revealed significant RAEs across both the Regional Talent Hubs (p < 0.001, Vc > 0.29, OR = 10) and England National Youth Teams (p < 0.001, Vc > 0.17, OR = 3.1). In comparison, females only had significant RAEs in the Regional Talent Hubs (p < 0.001, Vc > 0.29, OR = 2.3). Despite RAEs being prevalent throughout youth levels, there were no significant differences in the BQ distribution based on playing time and those who made the successful transition to the England National Senior Teams. These findings demonstrate the potential mechanisms of RAEs in basketball, as well as the impetus to explore more equitable competition structures within the England Basketball Talent Pathway.