The purpose of this scoping review was to analyse the effect of rules modification on technical and tactical action in young basketball. The publications search period ranged from January 2007 to December 2021. The search covered the following electronic databases: SCOPUS, SportDiscus, and the Web of Science core collection. Following this search process, 18 articles were included in the review. The following variables were analysed: characteristics of the sample, the constraints manipulated, the duration of the intervention, and the effect on technical–tactical actions. The studies reviewed modified the following constraints: (a) number of players (66.7%), (b) court dimensions (27.8%), (c) ball/player interactions (11.1%), and (d) ball/player interactions, basket height, game time and number of baskets (5.6%, respectively). The findings show that rule manipulation can increase players’ participation and promote the variability of players’ actions. The current evidence about rule modification in youth basketball presents areas in which more studies are needed to have a complete perspective of their impact in practice and competition through the different stages of players’ development. Taking into account individual needs and developmental stages, further studies should consider different age groups (e.g., from U-10 to zU-14) and female players. Expanding scientific knowledge in this area would help coaches make short- and long-term plans in accordance with players’ developmental stages.

This study aimed to examine the impact of velocity and acceleration-based differential plyometric jump training on physical performance of youth basketball players. Twenty-six trained youth male players (14.5 ± 1.7 years; U14 [n = 14], U16 [n = 5], and U18 [n = 7]) were grouped into experimental and control groups. The experimental group completed two sessions per week of velocity-based differential plyometric training for 14 weeks (3 sets x 5 jumps with 20-s intervals of passive recovery between jumps and 2-min breaks between sets). Before each repetition, participants received verbal instruction to perform a different fluctuation. The control group continued regular training. Bilateral and unilateral countermovement jump (CMJ) height, the 20-m sprint test, and the Modified 505 Agility (M505) test were evaluated before and after the intervention. The training program yielded statistically significant improvements in the experimental group's CMJ bilateral jump height. Additionally, moderate improvements in the CMJR (Countermovement Jump Right Leg) and M505R (Modified 505 Agility Right) tests (BF10 > 3 to 10) were observed after the training program (δ ranged from 0.66 to 1.12). The control group demonstrated moderate improvements in the M505R (Modified 505 Agility Right) and M505L (Modified 505 Agility Left) tests (BF10 > 3 to 10) (δ = 0.65). Models combining different variables provided the best fit for the data in different physical variables. The results indicate that velocity and acceleration-based differential plyometric training can be a suitable strategy for improving physical performance of youth basketball players.

The rules of team sport have been influenced by professional competitions without considering all the factors that differentiate children and adolescents from adults. The aim of this study was to analyse the performance of kinematic variables in two different types of tournaments and the influence of somatic maturation on performance in young basketball players. Thirty-seven under-13 male basketball players (age = 12.91 ± 0.57 years) were selected by four southeast Spanish teams to participate in two different tournaments. On the first day, the tournament was played according to the rules of the Spanish Basketball Federation (FEB) for under-14 players, and on the second day, the tournament was played according to modified rules (Modified Tournament). In this tournament, the height of the basket was lowered to 2.90 m; the three-point line was a rectangle that was 4 m from the basket.The following kinematic variables were analysed: Acceleration (n), Deceleration (n), Maximum Acceleration Speed (km/h), Maximum Deceleration Speed (km/h), Acceleration Meters Covered (m), Deceleration Meters Covered (m), Number of Sprints (n), Sprint Meters Covered (m), Maximum Sprint Speed, and Player Load (n). The results showed no significant differences in player performance between the tournaments. However, significant differences in performance (p < 0.05) were found in players at different stages of maturation. Early maturity players showed the best performance in the kinematic variables in both tournaments; because of this, there should be a modification of the rules and organisation of competitions by bio-banding. It can be concluded that there were no significant differences in the kinematic variables between the two tournaments. However, when comparing maturation timing, there tends to be a group effect.

The aim of this study was to analyse the performance of technical–tactical actions in two different types of tournaments and the influence of biological age on the performance of young basketball players. Thirty-seven under-13 male basketball players (age = 12.91 ± 0.57 years) were selected from four southeast Spanish teams to participate in two different tournaments on two consecutive days. The following technical–tactical variables were analysed: (a) Ball Obtained; (b) Ball Handler Player Actions; (c) Ball Handler Player Finished Actions; and (d) Ball Handler Shooting Performance. The results showed that reduced basket height and a closer three-point line promoted a higher number of balls obtained, 1 vs. 1 situations, finished ball player actions, shots, and the efficacy of offence phases. There was a significant increase in the number of balls obtained, 1 vs. 1 situations played, the number of plays finished with a lay-up or shot, number of received personal fouls, number of plays finished in 1 vs. 2, and those finished in equality and inferiority with a high defence opposition. The modified version presented a higher number of technical–tactical actions in Late Maturity players. The authors of this study believe that it is necessary to conduct more experimental studies and use bio-banding strategies in young basketball competitions.

The purpose of this study was to assess the effect of modifications in field size, number of players, and goal size on the goalkeeper’s actions in competition in male youth soccer (n¼4) (under-12). A quasi-experimental design was implemented to measure the effects of the changes in the number of players per team (8-a-side vs. 5-a-side), goal size (62m vs. 32 m), and field size (5838m vs. 3820 m) on the offensive and defensive technical and tactical actions of the goalkeeper. Four male under-12 goalkeepers (age¼11.330.6 years, average weekly training¼2.450.3 h, and years of experience¼4.80.9 years) were analyzed in three tournaments (8-a-side; 5-a-side; 8-a-side). The dependent variables were: defensive and offensive technical actions taken by the goalkeepers and the way their actions were carried out. The results show that in the 5-a-side soccer matches, goalkeepers carried out more defensive actions (8-a-side: 31.23.8; 5-a-side: 77.755.0; 8-a-side: 39.56.0; F2,6¼111,218, p¼.000, 2¼.974; ES .998) and offensive actions (8-a-side: 58.07.1; 5-a-side: 84.013.5; 8-a-side: 58.19.2; F2,6¼16,257, p¼.004, 2¼.844; ES .996) than in 8-a-side soccer matches. The reduction in field size, number of players, and goal size resulted in under-12 goalkeepers having more interaction and more variability in their actions. This information could help the different stakeholders to adapt or design the youth soccer competition rules in a way that allows goalkeepers to have more experiences.

This study aimed to evaluate the consistency between the type of feedback that a secondary school physical education teacher perceives and the feedback he or she provides, as well as the quality of the feedback. The study was conducted with one physical education teacher at a public secondary school in southeastern Spain. A mixed-methods action research design was used to record the teacher's feedback during nine sessions. The results showed that the teacher provided feedback that largely contradicted recommendations from the literature. There was also a significant discrepancy between the teacher's performance and their self-perception. However, as the program progressed, the differences between perceived and actual performance diminished. Providing teachers with tools to improve their self-perception positively influences how they perceive themselves and promotes closer alignment between the type of feedback and the recommendations.