The hypothesis that sport-specific skill learning is correlated with earlier childhood multi-sport practice experiences was empirically studied among youth soccer players. Fourteen youth soccer coaches (38.1 ± 12.0 years) evaluated 100 youth players (11.8 ± 0.7 years) regarding their progress in soccer-specific skill learning through the course of a one-year season. The players completed a questionnaire recording their earlier and current participation in coach-led practice and youth-led play in soccer and in other sports. Reliability of the coach rating and of players’ reported sport activities ranged 0.83 ≤ rtt ≤ 1.00. Analyses revealed that the progress of the youth players in soccer-specific skill learning was not significantly correlated with their earlier or current amounts of coach-led soccer practice (–0.07 ≤ rs ≤ 0.07), youth-led soccer play (0.01 ≤ rs ≤ 0.08), or youth-led play in other sports (0.13 ≤ rs ≤ 0.22). Progress in soccer-specific skill learning was significantly correlated with the accumulated years and hours of earlier (but not current) coach-led practice in other sports (0.54 ≤ rs ≤ 0.57). A binary logistic regression accurately classified 83% of players with better and poorer learning progress based on earlier years and hours of practice in other sports. The observations suggest that earlier practice experiences in other sports had a lagged effect in interaction with later soccer practice and facilitated skill learning in soccer-specific practice.

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教练评估的青年足球运动员的技能学习进度与其他运动的儿童早期练习相关

在青年足球运动员中实证研究了运动特定技能学习与儿童早期多项运动实践经验相关的假设。14 名青年足球教练（38.1 ± 12.0 岁）评估了 100 名青年球员（11.8 ± 0.7 岁）在为期一年的赛季中在足球特定技能学习方面的进展。球员完成了一份调查问卷，记录了他们之前和现在参与的教练主导的训练和青少年主导的足球和其他运动项目。教练评级和运动员报告的体育活动的可靠性范围为 0.83 ≤ rtt ≤ 1.00。分析显示，青年球员在足球特定技能学习方面的进步与他们之前或现在教练主导的足球练习量没有显着相关性（–0.07 ≤ rs ≤ 0.07），青少年主导的足球比赛（0.01 ≤ rs ≤ 0.08），或其他运动中青少年主导的比赛（0.13 ≤ rs ≤ 0.22）。足球特定技能学习的进展与早期（但不是当前）教练主导的其他运动训练的累积年数和小时数显着相关（0.54 ≤ rs ≤ 0.57）。根据早年和其他运动的练习时间，二元逻辑回归准确地将 83% 的学习进度更好和更差的运动员分类。观察结果表明，早期在其他运动中的练习经验在与后期足球练习的互动中具有滞后效应，并促进了足球特定练习中的技能学习。足球特定技能学习的进展与早期（但不是当前）教练主导的其他运动训练的累积年数和小时数显着相关（0.54 ≤ rs ≤ 0.57）。根据早年和其他运动的练习时间，二元逻辑回归准确地将 83% 的学习进度更好和更差的运动员分类。观察结果表明，早期在其他运动中的练习经验在与后期足球练习的互动中具有滞后效应，并促进了足球特定练习中的技能学习。足球特定技能学习的进展与早期（但不是当前）教练主导的其他运动训练的累积年数和小时数显着相关（0.54 ≤ rs ≤ 0.57）。根据早年和其他运动的练习时间，二元逻辑回归准确地将 83% 的学习进度更好和更差的运动员分类。观察结果表明，早期在其他运动中的练习经验在与后期足球练习的互动中具有滞后效应，并促进了足球特定练习中的技能学习。