Journal of Physical Education and Sport ® (JPES), Vol 20 (Supplement issue 3), Art 274 pp 2030 – 2035, 2020
online ISSN: 2247 - 806X; p-ISSN: 2247 – 8051; ISSN - L = 2247 - 8051 © JPES

Original Article
Skill acquisition in a professional and non-professional U16 football team: the useof playing form versus training form
JAN FUHRE1, STIG ARVE SÆTHER2
1,2,
Department of Sociology and Political Science, Norwegian University of Science and Technology, NTNU.
NORWAY
Published online: July 31, 2020
(Accepted for publication: July 22, 2020)
DOI:10.7752/jpes.2020.s3274
Abstract:‘Practice makes perfect’ is a traditional statement, and practice hours, including training background, are used as
an explanatory factor for success. Studies however show that hours of practice alone, are a poor predictor of
future success. The content of practice sessions has been less studied, even though it naturally should beconsidered just as important as the amount of time spent practising.The traditional soccer practice is the more
linear approach to learning, where technique and other skills are to be practised and mastered before the players
are considered ready to play the game itself. The research into the field of skill development in soccer, and sports
in general, is relatively coherent across different theoretical viewpoints when it comes to recommendations
regarding effective practice activities.Few studies have categorize the content of practice until the concepts oftraining form (TF) and playing form(PF)was introduced a decade ago. The aim of this study was to compare two
U16 teams, one in a professional club and one in a non-professional club, in terms of both PF and TF, including
their sub-categories.We used systematic observations of soccer practice sessions to examine the type of practiceactivities being used. Two Norwegian U16 teams participated. Participants were systematically observed using asimple hand notation system, to provide detailed analysis of the practice activity. We evaluated these findings
based on what contemporary research suggest as best to facilitate skill acquisition and development. Findings
indicate that both teams use more time in Playing form activities, deemed more relevant to match performance insoccer, than training form activities who is deemed less relevant. Findings are discussed in the light of research
connected to skill development, perceptual-cognitive development and expert performance. The practical
implications of this study suggest that the practice activities in which coaches engage their players should create
as many situations as possible where the players must make decisions and appropriate technical choices, and bythat develop their perceptual-cognitive and technical skills. To do this, coaches should seek to use a high amountof PF in their daily coaching sessions and at the same time closely monitor the total mental and physical practiceload of the players.
Key words: Talent development, skill development, practice activities, observations.
Introduction
Player development in soccer is a complex and composed process (Williams & Reilly, 2000). Many elements arenecessary and of great importance to become an elite player, such as coaches (Cushion, 2013; Stoszkowski &Collins, 2016), athletes with the capacity for further skill acquisition (Ford & Williams, 2013), and thedevelopmental environment (Aalberg & Sæther, 2016; Larsen, Alfermann, Henriksen, & Christensen, 2013). To
become a successful soccer player, one must develop and manage many different and important skills such as
physiological skills (Huijgen, Elferink-Gemser, Lemmink, & Visscher, 2014), dribbling and ball control(Figueiredo, Gonçalves, Coelho e Silva, & Malina, 2009), and psychological skills, such as motivation(Forsman, Blomqvist, Davids, Liukkonen, & Konttinen, 2016), self-referential cognitions (Höner & Feichtinger,2016) and perceptual-cognitve skills, who directly influence the performance of the player (Murr, Feichtinger,
Larkin, O ‘Connor, & Höner, 2018).In latter years the developmental environment has got more attention whenit comes to research into the developmental process in soccer, wich highlights the importance of the club,coaches and significant others to reach elite level as a soccer player (Aalberg & Sæther, 2016; Flatgård, Larsen,& Sæther, 2020; Larsen et al., 2013). So, if the environment is good, the players motivation is good, then how
does the player develop in a practical sense? This leads to the theme of this paper; developmental activitiesand
the practice structure players engage in. Which type of practice is most effective to help the players develop?
‘Practice makes perfect’ is a traditional statement, and practice hours, including training background,
are often used as an explanatory factor for an athletes success(Hornig, Aust, & Güllich, 2016). Studies howevershow that hours of practice alone, are a poor predictor of future success since there are small or no differences inaccumulated practice, both organized and non-organized, between elite and non-elite soccer players(Haugaasen& Jordet, 2012; Hornig et al., 2016). Thecontent and structure of practice sessionshas on the other hand been less2030--------------------------------------------------------------------------------------------------------------------------------Corresponding Author: STIG ARVE SÆTHER, E-mail: stigarve@ntnu.no

JAN FUHRE, STIG ARVE SÆTHER
--------------------------------------------------------------------------------------------------------------------------------studied(Ford, Yates, & Williams, 2010; Williams & Hodges, 2005). The traditional soccer practice is the more
linear approach to learning, where technique and other skills are to be practised and mastered before the players
are considered ready to play the game itself(Harvey, Cushion, & Massa-Gonzalez, 2010). The research into thefield of skill development in soccer, and sports in general, is relatively coherent across different theoretical
viewpoints when it comes to recommendations regarding effective practice activities(Davids et al., 2012; Ford &Williams, 2013; Renshaw & Moy, 2018). These recommendations are in a broad sense that the practice activities
should have an open environment, with high contextual interference (Lee, 2012), and a representative learning
design, so that the players themselves can make decisions and choose the most appropriate response toenvironmental cues(Davids, Araújo, Correia, & Vilar, 2013; Ford & Williams, 2013; Travassos, Duarte, Vilar,
Davids, & Araújo, 2012; Verburgh, Scherder, Van Lange, & Oosterlaan, 2016). This helps to create aninteraction between the individual and the environment in practice and allows the game and its nature to be thefocal starting point for the practice activities(Davids et al., 2013; O’Connor, Larkin, & Williams, 2017;
Renshaw, Chow, Davids, & Hammond, 2010). Activities such as small-sided games are a much-recommended
activity because of their open nature; players must make constant decisions and perform technically andphysically according to the dynamic environment(Aguiar, Botelho, Lago, Maças, & Sampaio, 2012; Davids etal., 2013; Jones & Drust, 2008).
Research into soccer practice activity suggests that the practice should have a holistic approach to skill
development, where the whole skillset is in focus at the same time, especially the combination of perceptualcognitive and technical skills (O’Connor et al., 2017;Larkin & O’Connor, 2017; O’Connor, Larkin, & Williams,
2018). Different theoretical frameworks have highlighted the importance of effective learning strategies when it
comes to the development of perceptual-cognitive and technical skills, such as constraints-led
approach(Renshaw et al., 2010; Renshaw & Moy, 2018), contextuall interference(Lee, 2012), representative
learning design(Travassos et al., 2012)and implicit and explicit motor learning.Differences in performance level
regarding perceptual-cognitive skills are evident between elite and non-elite players (Den Hartigh, Van Der
Steen, Hakvoort, Frencken, & Lemmink, 2018; Roca, Ford, & Memmert, 2020), especially regarding skills as
creativity, anticipation, game-reading and decision making, which are skills essential to success in elite levelsoccer(Casanova, Oliveira, Williams, & Garganta, 2009; Kannekens, Elferink‐Gemser, & Visscher, 2011; Roca
& Ford, 2020). This highlights the importance of giving attention the development of perceptual-cognitive skills
in youth soccer(Broadbent, Causer, Williams, & Ford, 2015; Williams & Ford, 2013). To develop perceptualcognitive skills such as decision making and anticipation effectively, research points to the effect of a dynamic
learning environment with a clear interaction between environmental cues and the individual performer in thefield of practice(O’Connor et al., 2017; O’Connor, Wardak, Goodyear, Larkin, & Williams, 2018; Roca,
Williams, & Ford, 2012; Williams & Hodges, 2005). Practice exercises where players has the possibility to makechoices based on the surroundings information are shown to be superior in regard of developing underlying
perceptual-cognitive skills such as decision making (Roca & Ford, 2020).
Ford et al. (2010) introduced the concepts of training form (TF) and playing form(PF) to categorize the content
of practice (Cushion, Ford, & Williams, 2012; Ford et al., 2010; O’Connor, Larkin, et al., 2018; Partington &Cushion, 2013; Roca & Ford, 2020), each consisting of three sub-categories: PF comprises small-sided games,
conditioned games and phase of play, and TF comprises fitness, technical and skills(Ford et al., 2010). PF
activity typically seeks to create a match-like context with match-like constraints for the practitioners(Ford et al.,2010; O’Connor, Larkin, et al., 2018), while TF activities are more in line with traditional practice activities,
focusing on one skill at a time (e.g., technical training such as dribbling trough cones) (Williams & Hodges,2005). Ford et al. (2010)’s main argument, was that practice should consist of as much PF activity as possible, as
it creates a complex and dynamic environment that is as close as possible to the match context.PF are therefore
more relevant to the in-match performanceand, as important, for the development of perceptual-cognitive skills
such as decision making (O’Connor et al., 2017; O’Connor, Larkin, et al., 2018; Roca & Ford, 2020).Researchalso suggests that PF activities, which are random and variable with high contextual interference, are more likely
to enhance long-term retention than TF activities(Lee, 2012), and therefore, with long term development andperformance in mind, PF should be the main practice activity within youth teams (O’Connor et al., 2017;
O’Connor, Larkin, et al., 2018; Roca & Ford, 2020). The three studies which have used the framework of Ford etal. (2010) found that English amateur, semi-professional and professional clubs showed a higher amount of TF
activities across all levels(Ford et al., 2010), which was also the case among professional youth national
academy coaches in England(Partington &Cushion, 2013). Conversely, it was found that among coaches of both
non-professional and professional Australian clubs, there was a greater number of PF activities used(O’Connor,
Larkin, et al., 2018). A newly publicized study by Roca and Ford (2020) builds further on the concept of Ford etal. (2010), and has looked into the practice structure in academies in top-division clubs from Germany, Portugal,
Spain and England and has found that significant more time is spent in what they call “Active DecisionMaking”, which can be viewed as a further developed PF category. The differences in research findingsacrossthe yearspoints to a potential shift in practice structure to a more open and dynamic approach to practice, withmore emphasis being put on the development of psychological skills. With the use of the framework of Ford etal. (2010) the aim of the study was to compare two U16 teams, in a professional club and a non-professionalclub, in terms of both PF and TF, including their sub-categories.
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--------------------------------------------------------------------------------------------------------------------------------Methods
Participants
Two Norwegian U16 soccer teams and their respective coaches participated in this study, representing aprofessional and a non-professional club. The participating clubs were chosen on basis of their club status (either
professional or non-professional). This is meant to gain further insight into differences in the use of PF and TF
practice activities across different club levels. Four practice sessions were observed for each club. The coach of
the U16 team in the professional club held a UEFA B coaching license, while the coach of the U16 team in the
fourth-tier club had no formal coaching education but did have extended experience as a player.
Instrument
To measure the structure of the practice activity, a replica of Ford et al. (2010)’s coding system was used to gain
validation for the coding system Ford et al. (2010) developed in consultation with professional English coaches.
This resulted in the two main categories, PF and TF, and their subcategories. A simple hand notation system wasused both to describe each practice activity in intense detail (down to ten parts of a minute), and to register timeuse in each activity. The type of main activity, sub-activity and each activity’s duration were registered withhand notations. The category TF includes fitness, technical and skills. Fitness consists of activities that seeks to
improve fitness aspects of the game (warm-up, conditioning and strength). Technical is the subcategory focusedon practice of isolated technical skills unopposed, alone or in a group. Skills consists of re-enacting isolated
game incidents, such as practising corners, freekicks or unopposed passing drills or patterns(Ford et al., 2010).
The category PF includes small-sided games, conditioned games and phase of play. Small-sided games
consist of match play with a reduced number of players and two goals, a reproduction of the game itself on asmaller scale. Conditioned games have many of the same characteristics of small-sided games but include
variations in the rules, the number of goals or areas of play. Examples of this can be possession/ball retention
only games or different kinds of positional games. The last subcategory, phase of play, contains of unidirectional
match play towards a single goal, such as practising attack patterns(Ford et al., 2010).
Procedure
The data was collected by observations of training sessions with the two teams. Hand notations were taken foreach practice session, with every practice activity being described in detail and drawn up for later sorting intomain categories and subcategories. Also, the time used for each activity was noted and registered. Participants
were informed about the purpose of the study and assured that data would be treated confidentially beforehand.
The lead observer holds a UEFA C-license and is an active youth coach. To gain further validation of thecategorised observation data, a panel of experts containing of two other coaches was used, including one active
coach with a UEFA B-license and one coach with a UEFA C- license, to gain a second opinion on the categories.
Results
The non-professional club did have a slightly greater amount of PF (63.3% vs 55.7%) than theprofessional club, as we can see in Table 1. Both coaches used their style of play and development of theirplayers’ skillset according to their tactical approach as the reasoning behind their choice of practice activities.
There was also a slight difference between the use of the different subcategories. Both teams performed
approximately the same amount of fitness activity (18.3% vs. 13.4%); most of it was contained during warm up
activity. The non-professional club spent a lot more time on technical activity (23.3% vs. 13%); most of it
consisted of passing drills, whereas in the professional club, this subcategory contained mostly activities
focusing on ball control. The non-professional club did not perform any activities in the skills category, while theprofessional club spent 13% of training on a pre-determined scheme of play without any opposition.
Table 1. Percentage of session duration spent in training form activities and playing form activities andsubcategories.

Professional
club(total)Session 1
Session 2
Session 3
Session 4
Nonprofessional
club (total)
Session 1
Session 2
Session 3
Session 4

Fitness

Training
formTechnical

Playing form
Skills

Total

Small-sided
games

Conditioned
games

Phase
play

18.3%

13%

13%

44.3%

14.3%

28.7%

12.7%

55.7%

15.2%
24.3%
12.7%
21.3%
13.4%

0%
45.7%
0%
8.7%
23.3%

20.2%
0%
32.4%
0%
0%

15.2%
70%
45.1
30%
36.7%

31.7%
0%
0%
22.5%
26.9%

32.9%
30%
54.9%
0%
36.4%

0%
0%
0%
47.5%
0%

84.8%
30%
54.9%
70%
63.3%

12.7%
20%
12.5%
9.2%

29.1%
57.1%
10%
0%

0%
0%
0%
0%

41.8%
77.1%
22.5%
9.2%

38%
0%
30%
36.8%

20.3%
22.9%
47.5%
54%

0%
0%
0%
0%

58.2%
22.9%
77.5%
63.2%

of

Total

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--------------------------------------------------------------------------------------------------------------------------------When it comes to the PF subcategories, both the non-professional club and the professional club spent
the most time on conditioned games activities (28.7% vs 36.4%), closely connected with the match context butwith slightly different rules or constraints than small-sided games (Ford et al., 2010). There was a quite big gap
in between the two clubs when it comes to time spent in small-sided games: 14.3% for the professional club and26.9% for the non-professional club. In the last subcategory of PF, phase of play, the non-professional club
spends zero time in this sort of activity, and the professional club spends 12.7% of the total practice time on thisactivity category.
Discussion
The aim of the study was to use of the framework of Ford et al. (2010) to compare two U16 teams, one
in a professional club and one in a non-professional club, in terms of the main categories PF and TF, including
their subcategories, to gain insight into which practice activities are used by a professional and a nonprofessional coach to develop their players’ skills.
The findings in this study indicate that both clubs spend more time on PF than on TF activity. This isconsistent with the recommendations made by Ford et al. (2010) and others regarding the type of practice
category that should be emphasised when a coach seeks to develop important skills, such as perceptual-cognitive
and technical skills, in a functional environment(O’Connor et al., 2017; O’Connor, Larkin, et al., 2018;
Partington & Cushion, 2013; Roca & Ford, 2020). Interestingly, the professional club did spend less time on PF
activity than a non-professional club at the U16 level, according to the observation data in this study. The
differences between the two clubs are quite small in the main categories, but if we take a closer look at the split
in time between the six subcategories, it shows differences in the categories that are most used and which
practice activities players are engaged in.
According to Ford et al. (2010) and Partington and Cushion (2013), the amount of PF should be as highas possible because of the alleged benefits of PF activities when it comes to skill development and long-term
retention. Ford and Williams (2013), however, point to the fact that the activities must be adjusted to the totalpractice load, and since PF activities are closely related to high-intensity match play, the coach must take this
into consideration. That said, the coach should, and must, regulate the intensity of the activity by placing
appropriate constraints on match-like activities(Ford & Williams, 2013). Therefore, we can argue that PF
activities can also be done at low intensity, but that raises the question of whether the activity has the rightamount of challenge and output.
It is vitally important that these practice activities take place in an open environment with arepresentative learning design, so the players themselves can make decisions and choose the most appropriate
response to environmental cues(Davids et al., 2013; Ford & Williams, 2013; Travassos et al., 2012; Verburgh etal., 2016). The game and its nature should be the focal starting point for the practice activities(O’Connor et al.,2017; Renshaw & Moy, 2018), especially in regard to the development of the highly important perceptualcognitive skills such as anticipation, decision making and game reading (Broadbent et al., 2015; Den Hartigh etal., 2018; O’Connor et al., 2017; Roca & Ford, 2020; Roca et al., 2020).Activities such as small-sided games area much-recommended activity because of their open nature, in which players need to make constant decisions
and perform technically and physically, and therefore contain, if organised well, all the necessary skills insoccer(Aguiar et al., 2012; Davids et al., 2013; Jones & Drust, 2008). This indicates that the game itself shouldbe the focal learning point, because of the changing environment and complex dynamics, which, in a broader
sense, enhance the development of functional technical skills, decision making and tactical behaviour in thefield(Ford et al., 2010; O’Connor et al., 2017). Travassos et al. (2012) points out that this also develops technicalskills because the player must make choices based on his or her ability to perform the chosen decision in an
appropriate way. Ford et al. (2010), O’Connor et al. (2018) and Roca and Ford (2020) make the same argument
for the use of PF as the main practice context in soccer, largely based on seeking development of underlying
perceptual-cognitive skills, in which practice activities with active decision making from the performers has
shown to be superior(O’Connor et al., 2017; Roca & Ford, 2020).
This should not, however, be misinterpreted to mean that it is only to let the players play and that thedevelopment would be enhanced by itself in organised practice. It is also highly important to put on the rightconstraints, both to the activity by itself, and by feedback given to the players(Ford & Williams, 2013; Ford etal., 2010; Renshaw & Moy, 2018). This highlight the importance of the coach in the developmental process, but
as Renshaw et al. (2018) argues it also shows how players engaging in unorganized playing activities, containing
many of the same characteristics as PF activities, should be encouraged.
Practical implications
Because of the need for fast and accurate thinking and processing of information, studies stress the factthat practice activities should enhance these kinds of processes(Ford et al., 2010; Williams & Hodges, 2005),
preferably as close to the match environment as possible, in which players need to observe and gain information
at high speed and to be able to process the information in order to make the most appropriate choice(Davids etal., 2013; Ford & Williams, 2013; O’Connor et al., 2017). This, in combination with technical performance, isvital for the development of perceptual-cognitive skills, one of the most important skills to succeed at the highest
levels of soccer(Casanova et al., 2009; Den Hartigh et al., 2018; Roca et al., 2020; Williams & Ford, 2013).
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--------------------------------------------------------------------------------------------------------------------------------Therefore, the practice activities in which coaches engage their players should create as many situations as
possible where the players must make decisions and appropriate technical choices, and by that develop theirperceptual-cognitive and technical skills(Broadbent et al., 2015; O’Connor et al., 2017; Williams & Hodges,2005). To do this, coaches should seek to use a high amount of PF in their daily coaching sessions and at thesame time closely monitor the total mental and physical practice load of the players(Ford & Williams, 2013;
Ford et al., 2010; O’Connor, Larkin, et al., 2018).
Limitations
This study naturally has limitations. The introduction to the categories, PF and TF, is quite new, andneeds further investigations and confirmation. The study only includes two clubs, though at different
performance levels, and should be done in other environments and levels of performance. Furthermore, when it
comes to the distribution between the different subcategories, the existing studies that have used the same
categorising model do not say anything about how the model should be used to optimise skill development.
Another obvious limitation of this study is that the observation data was registered using hand notations and not,for example, video. This could lead to wrong interpretations of the activities, since the panel of experts could not
get direct footage of the practice observed.
Conclusion
The findings in this study indicate that both clubs spend more time on PF than on TF activity. This isconsistent with the recommendations made by Ford et al. (2010) and others regarding the type of practice
category that should be emphasised when a coach seeks to develop important skills, such as perceptual-cognitive
and technical skills, in a functional environment (O’Connor et al., 2017; O’Connor, Larkin, et al., 2018;
Partington & Cushion, 2013; Roca & Ford, 2020). Interestingly, the professional club did spend less time on PF
activity than a non-professional club at the U16 level, according to the observation data in this study. The
differences between the two clubs are quite small in the main categories, but if we take a closer look at the split
in time between the six subcategories, it shows differences in the categories that are most used and which
practice activities players are engaged in. Findings indicate that both teams use more time in Playing form
activities, deemed more relevant to match performance in soccer, than training form activities who is deemed
less relevant. Findings are discussed in the light of research connected to skill development, perceptual-cognitive
development and expert performance.
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