Delivering A Gamespeed Focused Speed and Agility.4

Delivering a Gamespeed-
YalATaO7gIdhVTLgttv/Y3oWhyueZ5/aPgAubky8H4dDigvc9EP8rGTHmwindFcJf6NUGnk1LcW3paXJrazgn6YlcWIpw1DwmmDB
Downloaded from http://journals.lww.com/nsca-scj by ieJYX11TbByhZ7GjcUP57zsMxYuLcH6HOAMPOgw0owHkuPje
Focused Speed and

Agility Development
Program in an English
fnIWgtbm9See on 10/14/2023
Premier League Soccer

Academy
Ian Jeffreys, PhD,1 Sam Huggins, BSc,2 and Nick Davies, MSc2
1
University of South Wales; and 2Swansea City FC Academy
ABSTRACT INTRODUCTION program that allows them to exploit

peed has long been considered the capacities of speed and agility in
SPEED AND AGILITY ARE HIGHLY
PRIZED COMMODITIES IN SOC-
CER, BUT IT CAN BE ARGUED THAT
S a highly desirable attribute in soc-
cer with players possessing superior
speed often deemed to have an advan-
the context of a soccer game—the con-
cept of “gamespeed.” This article will
look at how such a program has been
WHAT IS CRUCIAL IS NOT SPEED tage. Typically, this discussion of speed developed and deployed in an English
AND AGILITY PER SE, BUT HOW has referred to linear speed, yet speed in Premier League (EPL) Club Academy.
THESE CAPACITIES ARE EX- a soccer context is a multifaceted and
PLOITED IN THE GAME. OF THEM- complex phenomenon, requiring the START WITH WHY—THE CONTEXT-
SELVES, SPEED AND AGILITY WILL combination of physical, perceptive, SPECIFIC NATURE OF SPEED
BE INEFFECTIVE UNLESS THEY cognitive, technical, and tactical capabil- Speed and agility are highly valued in
CAN BE COMBINED WITH THE ities. Subsequently, the great advantage soccer, but it can be argued that what
ABILITY TO DEPLOY THESE CA- of speed to soccer performance is far is crucial is not speed and agility per se,
PACITIES TO EFFECTIVELY PER- more than just the possession of linear but how these capacities are exploited
FORM THE TASKS OF THE GAME. speed and is reflected in the ability to in the game (6,7,9). Of themselves,
OPTIMIZING THESE CAPACITIES perform soccer-related tasks. Impor- speed and agility will be ineffective
REQUIRES A SOPHISTICATED tantly, this advantage reflects itself both unless they can be combined with
offensively and defensively, allowing the ability to deploy these capacities
DEVELOPMENT PROGRAM THAT
players to deploy a far greater range of to effectively perform the tasks of the
ADDRESSES THE FULL GAMUT OF
options during the course of the game. game (6–9). Although this may seem
POTENTIAL CONSTRAINTS TO
obvious, it has huge implications for
PERFORMANCE. THIS ARTICLE Ultimately, speed and agility develop- the way in which speed and agility
OUTLINES HOW SUCH A DEVEL- ment needs to look beyond the simple are developed. Traditionally, the
OPMENT PROGRAM HAS BEEN definitions of speed and agility and approach is to look at these capacities
SET-UP AT AN ENGLISH PREMIER must reflect the environmental require-
LEAGUE SOCCER ACADEMY. ments of soccer performance. For any KEY WORDS:
player wishing to maximize soccer per- speed; agility; soccer; EPL; academy;
Address correspondence to Dr. Ian Jeffreys, formance, it is crucial that they are able gamespeed
Ian.jeffreys@southwales.ac.uk. to access a quality development
Copyright Ó National Strength and Conditioning Association23 Strength and Conditioning Journal | www.nsca-scj.com
Copyright ª National Strength and Conditioning Association. Unauthorized reproduction of this article is prohibited.
EPL Academy—Speed and Agility Program
achieve task success. Consequently,

developing an effective speed and agil-
ity program requires not only knowl-
edge of the factors that affect speed

and agility but, just as importantly, an

intricate knowledge of the way in
which these capacities are used in the
game. Clearly, some traditional ap-
proaches to speed and agility develop-
ment should still play a part in an
effective development program, but it
is important to blend these approaches
with an understanding of the specific
movement-based requirements of
the game.
To do this, it is useful to have an over-

riding framework of the fundamental
aims of the game within which key
movement patterns can be identified
and effectively analyzed. In the model
of tactical periodization, 4 key phases
Figure 1. Phases of the game. of a soccer game can be identified (1).
These are defensive organization; tran-
sition from defense to offense; offensive
organization; transition from offense to
from a definitional point of view and allow the athlete to play the game
defense and are shown in Figure 1 (1).
devise means and methods of assessing effectively (7,9). Rather counterintui-
and developing them based on these tively, this often means that techni- Each of these phases has within it
definitions. However, this can often ques are deployed which may not a series of key tactical principles (1).
result in practices that do not necessar- be maximally effective when mea- These outline what a player is expected
ily reflect the way in which the move- sured by time alone but undoubtedly to do within each of the 4 phases of the
ments are deployed in a game (9). With allow the athlete to perform the game (Figure 2). These, in turn, pro-
a definitional point of view, speed and soccer-specific tasks which are the vide an opportunity to identify the
agility are typically trained in a predom- fundamental aim of any speed and key movement patterns that need to
inantly generic fashion and assessed agility program (6,9). Therefore, the be developed to achieve these princi-
using a measure of time, with better approach of looking at speed and agil- ples, and importantly, how these are
performance determined as a faster ity from a “gamespeed perspective,” deployed within the game of soccer.
time in performing a given task (9). where the frame of reference is always This provides important information
However, this can often result in tech- the game rather than purely the more not only on what patterns are required,
niques that, although allowing an ath- definitional terms, speed and agility, but crucially on the key tasks that the
lete to move quickly, do not reflect the ensures that techniques developed player will need to be able to perform
way in which they should move in soc- reflect the task-related nature of when undertaking these movements.
cer, where the movements are ulti- sports movement (7,9). This allows us to ascertain the most
mately deployed specifically to effective way of performing the move-
perform a given soccer-specific task PHASES OF A SOCCER GAME ments and the appropriate technical
(9). To ensure maximal transfer If the game of soccer is to provide the requirements. This, in turn, allows us
between training and the game, it is reference for speed and agility devel- to judge these movements, not in the
crucial that the game, and specifically opment, then it is crucial to develop typical way of determining how fast
the tasks that the athlete must perform an understanding of the tasks the they are being performed but more
to effectively play the game, provide player needs to perform to achieve importantly in determining how effec-
the frame of reference against which effective game performance. This sub- tive they are being deployed in achiev-
speed and agility are judged and devel- sequently requires an analysis of the ing a given soccer-related task.
oped (7,9). Accordingly, any technique underlying aims of the movement pat- Importantly, when analyzing move-
developed, and exercises deployed, terns a player uses to perform these ment tasks and patterns within each
need to ensure that they address the tasks and an understanding of how to phase, movement occurs both on and
movement skills and capacities that effectively deploy movements to off the ball, so players need to be able
24 VOLUME 40 | NUMBER 3 | JUNE 2018

Figure 2. Phases of play.
to apply effective movement when in a categorization of movement patterns These movement patterns can then be
possession of the ball and when mov- that encompass the movements in the placed in a development syllabus,
ing off the ball. vast majority of team and court sports, where they can be developed from
and critically, provide a reference as to discrete skills through to task-
THE VALUE OF THE TARGET what the athlete is trying to achieve specific soccer movements (6,7). This
CLASSIFICATIONS
with these movements. This classifica- classification provides a list of the key
Given the inherent complexity of soc- tion helps to identify which movement movement patterns that need to be
cer movement, it is important to be patterns form the basis of the key tasks developed, but also provides a devel-
able to identify discrete movement identified for each phase and ensures opment pathway, ultimately enabling
patterns which comprise the complex that the movements themselves are them to be used effectively in the
patterns and combinations seen on the developed in relation to their underpin- game situation (6,7). Importantly, the
field of play. Figure 2 shows how the ning objective. For example, when fact that these are contextualized
main principle and the subprinciple for pressing in defense, the player will means that the frame of reference
each phase of the game can be identi- use a range of movements but essen- when assessing these patterns always
fied. These, in turn, lead to the identi- tially be in transition, waiting to read, reflect the task-related nature of the
fication of key tasks that need to be and react to the unfolding game. This game (9).
performed to successfully achieve each will require them to effectively use
principle. This framework then allows acceleration, deceleration, jockeying, USING A TASK-BASED APPROACH
for the identification of key capacities cross-step running, backtracking, and Within this development pathway,
and the associated movement patterns side-shuffling skills. Critically, the tar- the overarching philosophy is to use
that need to be deployed to achieve the get mechanics associated with each a task-based approach in the devel-
overall objective. movement then provide a frame of opment of soccer-specific speed and
It is at this point that the target reference against which to coach and agility (8). The concept of a task-
classifications are extremely useful assess these movement patterns based approach is based on the ulti-
(4,6,7,9) (Figure 3). These provide through the development process (4,7). mate destination of the program and
25 Strength and Conditioning Journal | www.nsca-scj.com
Figure 3. Target movement functions and movement patterns.
the game-related tasks the player will to an exercise and not on the true This reflects the fact that effective
need to perform (8). This approach is objective of a task (9). This often re- gamespeed application depends on
both a philosophy and an applied dic- sults in movement patterns being the constant refinement and applica-
tum. As a philosophy, the approach is deployed that may result in a rapid tion of the perception-action cycle
used to determine the optimal tech- reaction but through the application (9). In this way, an athlete is con-
nique with which to perform any of a pattern that is suboptimal in stantly problem solving and making
movement pattern. So, when evaluat- terms of performing a task (9). By movement-based decisions and ap-
ing a movement pattern, this should having the task as the overarching plications in response to the informa-
be based on the ability to perform the philosophy, this ensures that all tion being perceived and cognitively
key tasks associated with the pattern movements deployed are performed processed at any time. This requires
and not necessarily on how fast the in a manner that maximizes transfer the development of decision-making
movement is done. This is especially to soccer performance (9). processes as to what actions to
important for transition movements, deploy, when to deploy them etc.,
which are deployed when the athlete ADVANTAGES OF THE TASK- and then ascertaining how success-
is waiting to read, manipulate, and BASED APPROACH fully they are performed. Impor-
react to the evolving game (4,7). As Undoubtedly, an effective force tantly, throughout this process, the
an applied approach, it provides the development program is an impor- athlete is constantly manipulating
ultimate destination for the program tant element of any speed and agility the environment to assist in the
and allows for the utilization of development system (7,8). However, decision-making process, orienting
a range of random and more manip- it cannot fully develop the required themselves in an attempt to manipu-
ulative/reactive movements within capacities to apply speed and agility late the possible variables to increase
sessions. This task-based approach concepts into a game, as other factors the likelihood of task success (9).
also ensures that when these more play an important role. When look- Importantly, each aspect of this
reactive elements are used, they ing at the gamut of constraints to perception-action cycle can be
retain a degree of specificity to the effective speed and agility perfor- potentially improved through an
game (8,9,14). This is important mance, effective application of game- effective gamespeed program (9).
because it results in a completely dif- speed requires perceptive capacities, This emphasizes that movement is
ferent perspective to that of reactive cognitive capacities, and motor a skill, and as such, practices that
agility alone. In the latter, the focus is control elements as well as more tra- enhance skill development should
often on providing a reactive element ditional force-based elements (7–9). be integrated into a speed and agility

development program. Subsequently, As with many training inputs, bal- of the movements and tasks can be
enhancements of speed and agility ancing the potential benefits of mul- provided to ensure that learning
should always take a combined physi- tiple methods of skill development is occurs. Critically, this is something
cal- and skill-based approach. One a preferred option. that cannot be ensured if tasks are
challenge of this is that skills are It is here that the concept of deliber- delivered solely through the soccer-
far harder to measure than physical ate practice is crucial. Ericsson (3) specific sessions.
capacities, but that should never asserts that the quantity of deliberate
mean that they are not appropriately A MULTIDIMENSIONAL PLAYER
practice is the largest determinant PATHWAY
addressed within a development in the development of expertise. Although this article generally focuses
program. Deliberate practice requires 4 key on the micro details of the program,
Research into motor learning sug- elements: a clear goal, an appropriate critical to the effective development
gests that the use of task-based drills level of difficulty, progression, of the program is the macro manage-
can result in enhanced skill develop- and immediate feedback. Provided ment and the realization that the pro-
ment (12). Because task-based exer- effective coaching is present and gram is a part of a holistic player
cises have an inherent variability, can provide the appropriate level of development program that is made
they naturally have a high degree feedback, a blended approach meets up of numerous strands. Although
of randomness and variance built all the requirements of deliberate strength and conditioning plays an
in. Both are believed to increase the practice, and so, it is a key tool in important part in the development of
degree of skill learning over the lon- the development of appropriate the modern soccer player, it always
ger term (11). Similarly, research also soccer-specific speed and agility. must be acknowledged that far and
suggests that skill development is away the most important part of the
enhanced when cognitive involve- player’s development is their soccer-
PROGRESSING MOVEMENT
ment in learning is high (2,10). SKILLS specific training. Subsequently, the pro-
Indeed, it is suggested that perma- Ericsson (3) asserts that an appropri- gram must fit, both within, and around,
nent improvements in performance ate level of progression and cognitive the soccer-specific development.
capacity are only achieved when challenge is a key principle of skill Every soccer club in the EPL and the
cognitive and physical training occur development, suggesting that there Championship are required to run an
in concert (12). Again, performing is an optimal zone of challenge for “academy,” and must deliver an Elite
tasks that require decision making learning (3). If something is too easy, Player Performance Plan. This plan
ensures a high cognitive involvement then there is a danger of boredom was instigated in 2012 to improve the
throughout practice (8,12). Another and an associated lack of learning, quality of youth development and out-
factor believed to enhance learning is but additionally, if the task is too dif- lines key targets that a soccer club
the use of an external rather than an ficult then learning can be precluded. needs to deliver. Key targets are set
internal focus (13). Although this can The ability to modulate challenge is nationally and relate to diverse aspects
be achieved with appropriate cueing, thus crucial to effective skill develop- such as player productivity rates,
the use of well-designed tasks can ment, and the use of degrees of free- coaching, training facilities, education,
help ensure that an external focus is dom within an exercise facilitates this welfare, etc. Within this structure, each
used (13). Similarly, the clear indica- capacity (7–9). The use of progressive club has a degree of flexibility in how it
tion of success or failure in the challenges, where degrees of freedom delivers on its targets. Fitting in within
task gives direct feedback on the are manipulated, ensures that an this structure means that our principles
quality of performance, which is appropriate level of challenge is pro- and methods must comply with, and
another factor believed to enhance vided to the athlete and placing them complement, those used by the soccer-
learning (3). However, this is not to on the edge of the current capacity specific coaches. Ultimately, in terms of
say that behavioral approaches to where learning is believed to be physical development, our aim at this
skill development do not play an optimal. Over time, a coach can add academy is to ensure that our players
important role. For example, the degrees of freedom to the training are provided with all the physical ca-
ability to accelerate is a fundamental exercises, pushing this edge increas- pacities required to play at the first-
building block in any gamespeed ingly toward challenges players will team level. Doing this requires a full
program, and this can benefit face in the game (9). The degrees of understanding of the playing philoso-
from a more closed, behavioral freedom are manipulated through the phy of the first team and the associated
approach to learning. Consequently, inclusion of a range of spatial and physical capacities that are required to
the approach taken is a blend of temporal challenges to the exercise play the type of game the first team
behavioral and dynamic systems (7,8). In addition, delivering this work requires. These capacities then should
approaches to skill development during gamespeed-based sessions en- be progressively developed throughout
rather than relying simply on one. sures that sufficient repetitive doses the player’s time at the academy. In this
stage have a system of attendance that

largely dictates the methods by which
the athletic development program can
be delivered. However, within this

overarching framework, there is flexi-

bility as to how a club delivers its pro-
gram. To maximize our players’
development, an overarching goal for
each phase has been developed. This,
in turn, directs the underpinning aims
and objectives that need to be achieved
at each stage of the development pro-
gram. Our triangular approach to ath-
Figure 4. Club development structure. letic development, covering our
gamespeed, gameforce, and game-
way, the physical work is never seen as program. Importantly, this may mean endurance programs, is then geared
an isolated input, separate from the that programming is not always opti- to the achievement of these aims and
mal in terms of maximal physical objectives. This overarching structure
soccer-specific work. At all times, the
development but instead that it com- is shown in Table 1.
complementarity of this work is
stressed and how it relates to the tasks plements the overall training of the Players are initially selected for the
they undertake on the soccer pitch. athlete, ensuring that the player’s academy at age 9 years, and they stay
development is maximized. in the foundation phase for 3 years. At
Working around the soccer-specific
this stage, they will typically have 4
work means that the physical develop-
sessions per week (3 after school with
ment training must fit around the daily APPLYING THE MODEL
a fourth on Saturday) with a focus on
and weekly structure of the soccer- As explained above, the gamespeed
developing fundamental soccer techni-
specific training and of the player’s development program must fit in with
educational programs. To achieve the overall development structure im- cal and tactical capabilities.
this, it is important to understand plemented by the club. The player Many, but not all, of the players will
the aim of each soccer practice, al- development program complies with then enter the youth development
lowing the key physical components the requirements of the soccer associ- phase, which itself is split into 2, with
involved in each to be identified, ation regarding its academy blueprint the early development phase age
which in turn enables the appropriate and has 3 key stages as shown in being from 12 to 14 and the late
planning of the physical development Figure 4. In addition, players at each development phase age being from
Table 1
Characteristics of each development phase
Phase No. of No. of training Types of sessions Overarching goals
players days
Foundation 60–80 4 20-minute athletic development To engage in and understand the conditioning
sessions as a warm-up before process and to introduce fundamental
the soccer-specific sessions cornerstones of the triangular approach—
gamespeed, gameforce, and game-endurance
Early youth 40–50 4 2 dedicated athletic development To engage and understand the conditioning
development sessions plus warm-ups before process and to master underpinning technical
the soccer-specific sessions capacities of the triangular approach
Late youth 25–35 4 2 dedicated athletic development To achieve targeted performance scores and
development sessions plus warm-ups before capacities in each of the three corners of the
the soccer-specific sessions triangular approach
Professional 40–50 5 2 dedicated athletic development To facilitate the player entering full-time
sessions plus warm-ups before professional soccer, by developing physical
the soccer-specific sessions capacities to a level commensurate with the
professional game

15 to 16. At this stage, the players are
still in full-time education, but have
access to day-release programs, where
they can attend the academy 1 day per

week and have other evening-based

sessions. Not all players progress
through the entire stage because formal
scholarships and contracts are decided
at the end of the early youth develop-
ment stage. Players offered these schol-
arships and contracts progress to the
late development stage.
Further selection takes place at age 16,
with some players offered professional
academy contracts of various dura-
tions. At this stage, they become

full-time players and have access to
training on a daily basis. This is sup-
plemented by an education program
which fits around their academy train-
ing. Throughout all stages, the focus is
on developing players that have the
technical, tactical, psychological, and Figure 5. Triangular approach to athletic development.
physical capacities to enter the profes-
sional game and ultimately represent with important milestones to be achieved THE FOUNDATION PHASE
the club at first-team level. for each phase. These objectives tend to Table 2 outlines a typical week for the
be process goals in the early stages focus- foundation phase. In this phase, the
THE MULTIDIMENSIONAL MODEL
ing on the achievement of competency in entire athletic development spectrum
The key responsibility of the strength
specific movements and skills, progress- is delivered on the field in 4 carefully
and conditioning staff at the club is to
ing in the late youth development stage constructed raise, activate, mobilize,
provide and deliver a progressive struc-
to a mix of process and performance and potentiate (RAMP)-based warm-
ture of training. The aim is that all
goals, and focusing predominantly in ups (5). Within the raising phase of
players graduating from the academy
the professional development stage on the warm-up players are instructed
have the required physical capacities
performance goals. Thus, players reach- and given the opportunities to practice
required to play for the first team. Given
ing the first team should have appropri- all the key target movements identified
that the first team competes in the EPL,
ate capacity in each of the 3 areas. previously. The emphasis here is on
one of the most competitive leagues in
the world, this requires that physical ca-
pacities are of the highest level, to enable Table 2
the players to compete effectively at this Sample week of athletic development—foundation phase
level of performance. Although the
Day Focus
gamespeed syllabus plays an important
role in the player physical development Mon Off
pathway, this is part of a triangular
Tues RAMP-based movement development (locomotor and mobilization)
approach that also incorporates force 10 mins. Body weight management 10 mins
capacities and metabolic capacities
(Figure 5). These 3 corners we term Wed RAMP-based movement development (locomotor and mobilization)
gamespeed, gameforce, and game- 10 mins. Acceleration 10 mins
endurance, ensuring that focus is on Thurs Off
how each contributes directly to soccer
performance rather than being a goal in Fri RAMP-based movement development (locomotor and mobilization)
themselves. Each of these corners is sub- 10 mins. Top flight speed 10 mins
ject to a development syllabus through- Sat RAMP-based movement development (locomotor and mobilization)
out the above phases of development, 10 mins. Transition and initiation movements 10 mins
starting with baseline capacities and
Sun Game
building to soccer-specific performance
movement development and efficiency Table 3

of all the target movements, along with Sample week of athletic development—youth development stage
introductory jumping and landing
activities. During the activation and Day Focus

mobilization phase, basic movement Mon Off

competencies in key movement pat-
terns such as squatting, lunging, bracing, Tues Athletic development—30 min. Gamespeed focus—accelerations 15 mins
and bending are included, along with Wed RAMP warm-up—focus on general skills and movements, followed by
a sequential development of an athlete’s potentiation related to targeted gamespeed capacities and soccer-
ability to control and master their own specific session
bodyweight. During the potentiation
phase, 3 different themes are included Thurs Athletic development—30 mins. Gamespeed focus—max speed 15 min
where activities are introduced that Fri Off
progress the athlete’s capacities. These
Sat RAMP warm-up—focus on general skills and movements, followed by
themes are acceleration, maximum
potentiation in relation to targeted gamespeed capacities and soccer-
speed, and gamespeed (which integra-

specific session
tes all aspects of the target movements
classification into gamespeed-based Sun Game
tasks). Intensity is varied through these
sessions, with the highest intensity work
being focused on the acceleration and This approach is supplemented by 2 to soccer performance (e.g., acceleration),
maximum speed days, with lower inten- dedicated athletic development ses- combined with direction change in an
sity work on the gamespeed days where sions, which combine gamespeed- attempt to create space.
more of a focus is on the development based activities, with strength-based
of the movement skills allied to the cog- activities. Typically, the early part of THE PROFESSIONAL
nitive and perceptual skills required to the session takes place on the field, DEVELOPMENT PHASE
apply these movements. Importantly, where the focus is either on accelera- Potentially, this phase offers a 5-year
although the themes of acceleration tion or maximum speed capacities, and transition from the youth development
and maximum speed include several this is followed by strength-based activ- phase to the professional game. How-
basic exercises, all sessions include some ities, which normally involve plyomet- ever, it should be noted that this period
exercises designed to combine them rics and weight room-based activities. is relatively fluid because some players
with soccer-related tasks. Given the increase in overall work, we will be required to enter the first-team
carefully monitor the volume and inten- environment at a relatively young age,
sity of the sessions through the week. whereas others may require the full
THE YOUTH DEVELOPMENT
PHASE Intensity is at its highest during the ded- period to achieve the physical capaci-
This phase builds on the structure of the icated athletic development sessions, ties required at the first-team level.
foundation phase and still uses RAMP- where the focus is on the acceleration At this stage, players have 5 gamespeed-
based warm-ups before all soccer ses- and maximum speed work. The other based sessions per week delivered
sions. Table 3 outlines a typical training sessions are of a moderate intensity, through warm-up–based activities (Fig-
week for the youth development stage. where the focus is on developing the ure 6). This program is supplemented by
The major difference is in the complexity integration of cognitive, perceptual, 2 dedicated athletic development ses-
of the movements used in the raise and skill-based aspects of movement. sions focusing on the gameforce aspect
phase; the combined types of move- This phase sees a general shift from pro- of the program. Although the warm-up–
ments used in the activation and mobi- cess-based goals, to more performance- based activities are run on a similar
lization phase (such as lunges combined based goals as the players progress structure to the youth development
with rotational patterns) and the sports- through the system. Again, although phase, a major difference is in the level of
generic and soccer-specific activities of the focus is on acceleration and maxi- integration. The warm-ups are struc-
the potentiation phase. Increasingly mum speed, exercises are always tured to tie in with the main theme of
through this phase, the activities of the included that maximize transfer to soccer the soccer-based session, and there is
warm-up are combined with the overall performance. For example, acceleration a seamless integration between the 2.
goals of the soccer-specific session. For activities are initiated from a range of So, although the raise phase still works
example, when the aim of the soccer- standing and rolling starts and in a range on underpinning locomotor movement
specific session is defensive pressing, of directions and in response to various capacity and the activation and mobili-
then the warm-up will include activities soccer-related stimuli. In all sessions, the zation phase maintains movement
designed to develop the capacity to latter part of the session includes task- control and capacity, the potentiation
decelerate, jockey, etc. based activities that relate these capacities phase has different themes and is

well as a physical-based approach. Criti-
cally, for any training approach to be
effective in the soccer club, it must fit into
the overall strategy and systems the club

has in place for its youth development.

Using a structured, systematic game-
speed development approach, focusing
on skill development, but within a task-
based methodology, has allowed for the
development of a system that enhances
gamespeed and fits into the overall devel-
opment framework and goals of the club.
Conflicts of Interest and Source of Funding:
The authors report no conflicts of interest
and no source of funding.
Ian Jeffreys is
a Professor of
Strength and
Conditioning at
the University of
South Wales in
Pontypridd
Wales.
Sam Huggins is
Figure 6. Athletic development timetable—professional phase. a Head of Per-
formance at
predominantly task-based, building undertaken, and where the aim is also Swansea City FC
seamlessly into the main session. The to prepare the players for their most Academy in
tasks are built around the themes high- intense soccer-based sessions. Thursday Swansea Wales.
lighted earlier as follows: defensive orga- and Friday follow a general reduction in
nization, offensive organization, intensity in preparation for Saturday’s
game with the focus shifting again to
transition between defense and attack,
the more perceptual and cognitive as-
and transition between attack and
pects of performance. This ties in with Nick Davies is
defense.
the more tactical approaches of the Head of Athletic
Importantly, work volume and inten- soccer-based sessions on these days. Development at
sity are carefully controlled throughout Swansea City FC
this phase. For example, on Monday, SUMMARY Academy in
the exertion levels are relatively low to This approach to speed and agility devel- Swansea Wales.
moderate because this is considered opment reflects the fact that ultimately,
predominantly a recovery day in the the critical factor in ascertaining the effec-
overall club program. The focus here tiveness of any soccer development pro-
is to work mainly on the cognitive and gram is how well the player can play the
perceptive aspects of gamespeed. Here, game. Although speed and agility are
a more teaching-based approach is de- undoubtedly important, what is more
ployed, with focus on less intense move- important is how they combine to sup-
REFERENCES
ments but still on the achievement of plement the technical and tactical capaci- 1. Delgado-Bordonau JL and Mendez-Villanueva
excellent movement patterns. The 2 ties of the player, ensuring that they can A. Tactical Periodization: Mourinho’s best
most intense sessions are on Tuesday use these capabilities within the game kept secret. Soccer J 57: 29–34, 2012.
and Wednesday, where most of the scenario. We firmly believe that move- 2. Ericson KA. How the expert performance
higher intensity acceleration and maxi- ment is a skill and benefits from a skill- approach differs from traditional
mum speed-based exercises are based approach to its development as approaches to expertise in sport. In search
of a shared theoretical framework for 6. Jeffreys I. Movement training for field 11. Schmidt RA and Lee TD. Motor Control and
studying expert performance. In: Expert Sports: Soccer. Strength Cond J 30: 19– Learning: A Behavioural Emphasis.
Performance in Sports: Advances on 27, 2008. Champaign, IL: Human Kinetics, 2005.
Research on Sports Expertise. Starkes JL pp. 302–345.

7. Jeffreys I. Gamespeed. Monterey, CA:
and Ericson KA, eds. Champaign, IL:
Coaches Choice, 2009. 12. Vickers JN. Perception, Cognition

Human Kinetics, 2003. pp. 371–402. and Decision Training – the Quiet
8. Jeffreys I. A task-based approach to
3. Ericsson KA. Peak: Secrets from the New Eye in Action. Champaign, IL:
Science of Expertise. London, United developing reactive agility. Strength Cond J Human Kinetics, 2007. pp. 164–184.
Kingdom: Random House, 2016. 33: 52–59, 2011.
13. Wulf G. Attention and Motor Skill Learning.
4. Jeffreys I. A motor development approach 9. Jeffreys I. Agility training for team sports— Champaign, IL: Human Kinetics, 2007.
to enhancing agility part one. Strength running the OODA loop. Prof Strength pp. 134.
Cond J 28: 72–76, 2006. Cond 42: 15–21, 2016.
14. Young W and Farrow D. The importance
5. Jeffreys I. Warm-up revisited: The 10. Lee TD, Swinnen S, and Serien D. of a sport-specific stimulus for training
RAMP method of optimizing warm-ups. Prof Cognitive effort and motor learning. Quest agility. Strength Cond J 25: 39–43,
Strength Cond 6: 12–18, 2007. 46: 328–344, 1994. 2016.


Delivering A Gamespeed Focused Speed and Agility.4

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Delivering A Gamespeed Focused Speed and Agility.4

Uploaded by

Copyright:

Available Formats

Delivering a Gamespeed-

Focused Speed and

Premier League Soccer

ABSTRACT INTRODUCTION program that allows them to exploit

achieve task success. Consequently,

edge of the factors that affect speed

and agility but, just as importantly, an

To do this, it is useful to have an over-

24 VOLUME 40 | NUMBER 3 | JUNE 2018

Figure 2. Phases of play.

25 Strength and Conditioning Journal | www.nsca-scj.com

Figure 3. Target movement functions and movement patterns.

26 VOLUME 40 | NUMBER 3 | JUNE 2018

27 Strength and Conditioning Journal | www.nsca-scj.com

stage have a system of attendance that

be delivered. However, within this

overarching framework, there is flexi-

28 VOLUME 40 | NUMBER 3 | JUNE 2018

they can attend the academy 1 day per

week and have other evening-based

tions. At this stage, they become

29 Strength and Conditioning Journal | www.nsca-scj.com

movement development and efficiency Table 3

activities. During the activation and Day Focus

mobilization phase, basic movement Mon Off

speed, and gamespeed (which integra-

30 VOLUME 40 | NUMBER 3 | JUNE 2018

the overall strategy and systems the club

has in place for its youth development.

31 Strength and Conditioning Journal | www.nsca-scj.com

Research on Sports Expertise. Starkes JL pp. 302–345.

Coaches Choice, 2009. 12. Vickers JN. Perception, Cognition

32 VOLUME 40 | NUMBER 3 | JUNE 2018

You might also like