The Relationships among Trait Anxiety, State Anxiety and the Goal Performance of Penalty Shoot-Out by University Soccer Players

The present study examined how the level of trait anxiety, which is a personality characteristic, influences state anxiety and penalty shoot-out performance under pressure by instruction. The high and low trait anxiety groups were selected by using Spielberger's Trait Anxiety Scale, with trait anxiety scores, and control and pressure conditions manipulated by instructions. The participants were two groups of eight university male soccer players. They individually performed 20 shots from the penalty shoot-out point, aiming at the top right and top left corner areas in the soccer goal. Each condition had 10 trials in a within-subject design. The dependent measures comprised the number of successful goals and the state anxiety scores under each instructional condition. The result showed a significant main effect of instruction. State anxiety scores increased more and the number of successful goals decreased more in high trait anxiety groups than in low trait anxiety groups under pressure instructional condition. These findings suggest that players with higher trait anxiety scores tend to experience increased state anxiety under a pressure-laden condition, and higher state anxiety interferes with goal performance

On winning the “lottery”: psychological preparation for football penalty shoot-outs

© 2015 Taylor & Francis. Abstract: The outcome of penalty shoot-outs is often referred to as a “lottery”, suggesting that luck, rather than the skill level of the player, predetermines outcome success. Throughout this article, we hope to show why such attitudes towards physical and psychological preparation can increase anxiety, diminish perceptions of control and negatively affect the behaviour and subsequent performance of penalty takers. From the synthesis of this evidence, we provide task-specific recommendations that are structured around the dynamic nature of emotions that players are likely to experience during each phase of the shoot-out and which can be implemented or adapted to suit the individual needs of the player. These recommendations are designed to provide a framework to help applied professionals to optimise the psychological preparation for this scenario with the overall aim of helping players to (re)gain control of this situation

Research and Practice in Talent Identification and Development - Some Thoughts on the State of Play

Although there has been considerable growth in talent identification and development research, the mixed quality and lack of applied focus means little has changed in the field. We propose the Performance-Outcome-Process continuum, a structure which examines ideas based on what and how they contribute to the talent development process. Reflecting a pracademic focus we highlight the importance of understanding the processes and mechanisms of development-focused constructs to best bridge the research-practice divide. We suggest a pragmatic approach that prioritises the quality of research and the importance of applied impact; at least in research which claims to be for sport. Lay Summary: To bridge the research-practice divide in Talent Identification and Development, it is important that translational and pragmatic research becomes the norm, with progression from the retrospective studies which have been typical in this domain. Focusing on the processes and mechanisms that generate comprehensive development would seem a logical step especially for investigations that want to make a difference in applied settings

Visual Search Strategies of Soccer Players Executing a Power vs. Placement Penalty Kick

Introduction: When taking a soccer penalty kick, there are two distinct kicking techniques that can be adopted; a ‘power’ penalty or a ‘placement’ penalty. The current study investigated how the type of penalty kick being taken affected the kicker’s visual search strategy and where the ball hit the goal (end ball location). Method: Wearing a portable eye tracker, 12 university footballers executed 2 power and placement penalty kicks, indoors, both with and without the presence of a goalkeeper. Video cameras were used to determine initial ball velocity and end ball location. Results: When taking the power penalty, the football was kicked significantly harder and more centrally in the goal compared to the placement penalty. During the power penalty, players fixated on the football for longer and more often at the goalkeeper (and by implication the middle of the goal), whereas in the placement penalty, fixated longer at the goal, specifically the edges. Findings remained consistent irrespective of goalkeeper presence. Discussion/conclusion: Findings indicate differences in visual search strategy and end ball location as a function of type of penalty kick. When taking the placement penalty, players fixated and kicked the football to the edges of the goal in an attempt to direct the ball to an area that the goalkeeper would have difficulty reaching and saving. Fixating significantly longer on the football when taking the power compared to placement penalty indicates a greater importance of obtaining visual information from the football. This can be attributed to ensuring accurate foot-to-ball contact and subsequent generation of ball velocity. Aligning gaze and kicking the football centrally in the goal when executing the power compared to placement penalty may have been a strategy to reduce the risk of kicking wide of the goal altogether

Place-responsive pedagogy: learning from teachers' experiences of excursions in nature

The nature-based excursion has been a significant teaching strategy in environmental education for decades. This article draws upon empirical data from a collaborative research project where teachers were encouraged to visit natural areas to provide an understanding of their roles and experiences of planning and enacting excursions. The analysis indicates that teachers' sensitisation towards 10 place was aided by collaboration, advance planning visits and the very practice of making place-responsive excursions with pupils. The authors build on the analysis to propose a theory of place-responsive pedagogy. At its core, place-responsive pedagogy involves the explicit efforts to teach by means of an environment with the aim of understanding and improving human-environment 15 relations. Some implications for teacher professional development are offered