PT  - JOURNAL ARTICLE
AU  - Psotta, Rudolf
AU  - Martin, Andrew
TI  - Changes in decision-making skill and skill execution in soccer performance: The intervention study
DP  - 2011 Mar 1
TA  - Acta Universitatis Palackianae Olomucensis. Gymnica
PG  - 7--15
VI  - 41
IP  - 2
AID - 10.5507/ag.2011.008
IS  - 23364912
AB  - Background: Previous studies have provided  controversal results on the development of the skills of decision-making skill and skill execution when tactical models of the teaching of a game were used. 
Objective: The purpose of the study was to examine the effects of two different combined technical-tactical instructional models on the development of decision-making skill and ball skill execution during a soccer match in female students. 
Methods: Two groups of female students aged 20.9±0.7 years underwent the 5-week soccer training intervention, consisting of two 90 min. training units a week, based on the technical-tactical model with an emphasis on orientation to tactical and technical skills, respectively (CTA and CTE students, respectively). Before and after the intervention, students' decision-making skill and ball skill execution in a match were assessed from videorecords of matches using the Soccer performance observation system (SPOS). In addition, the Soccer skill test battery (Mor, & Christian, 1979) was used to assess the ball skills under control environment. 
Results: The skill execution index (SEI) after intervention in both CTA and CTE students (0.58 ± 0.15 and 0.65 ± 0.11) found using SPOS were significantly higher in comparison to SEI before the intervention (0.46 ± 0.13 and 0.50 ± 0.09; p < 0.05 and p < 0.01). Similarly, the decision-making index (DMI) was significantly enhanced after intervention in the cases of both CTA students (from 0.70 ± 0.14 to 0.81 ± 0.12, p < 0.05) and CTE students (from 0.65 ± 0.11 to 0.75 ± 0.12, p < 0.05). 
Conclusions: This study showed that instructional models with both dominant tactical tasks and dominant technical tasks can result in the significant improvement of both decision-making and skill execution performance in young adult subjects. The study suggested that both decision-making in game situations and ball skill execution can be developed through implicit learning.