A Comparative Study of the Effects of Small-Sided Game Formats on Internal Load and Technical Responses in Soccer

Year 2024, , 416 - 431, 28.08.2024

Osman Yılmaz , Yusuf Soylu

https://doi.org/10.54141/psbd.1467311

Abstract

This study aimed to evaluate the influence of game formats on soccer players' internal load and technical responses during small-sided games (SSGs) of the 2-a-side and 4-a-side. Twenty-four male soccer players played three SSGs: possession, mini-goal (MG), and goalkeeper (GK). The SSG interventions were randomly allocated to six training intervention groups using SSGs performed in possession, MG, and GK game formats. The internal load was assessed using the perceived exertion (RPE), enjoyment scale, and visual analog scale (VAS) rating during each SSG session. Mental Readiness Form-3 (MRF-3) was evaluated pre- and post-game for mental preparedness. Technical actions were also conducted using video footage captured during all SSG sessions. A one-way repeated-measures analysis of variance was performed to evaluate any significant differences in performance across the different SSGs. Following the interventions, RPE and VAS scores differed considerably between the MG and GK games in the 2-a-side game (P<0.05). Enjoyment varied significantly among the GK, Possession, and MG games (P<0.05). The MRF-3 showed no significant difference between the games (P>0.05). The technical performance indicated significantly better passes and interceptions in possession games (P<0.05). In the 4-a-side games, RPE was markedly higher in possession than in MG and GK (P<0.05), with no significant differences in VAS, enjoyment, and MRF-3 scores (P>0.05). Technical performance favoured possession of games with more successful passes (P<0.05). The findings suggest that analyzing psychological, cognitive and physical aspects together when designing game formats can optimize player performance and promote soccer players' integral athletic and multidirectional skill development.

Keywords

Game format, Game-based training, Psychophysiology, Teaching-based training, Technical skills

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