Differences in Situational Patterns During Change of Direction Movements Greater than 90° in Youth Male and Female Soccer Players
Why this work is in the frame
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Bibliographic record
Abstract
Change of direction (COD) maneuvers in soccer create tactical advantages, but also expose the player to an increased risk of injury. COD ability is commonly tested with pre-planned drills including cuts greater than 90°. These tests do not take into consideration positional differences players encounter during games. This case-series study used principal component analysis (PCA) to examine situational differences during COD movements between playing positions in youth soccer games. For each of the four teams included (26 females, 27 males), one game was analyzed using video-analysis. Two independent reviewers identified situational patterns and a PCA was used to examine differences between playing positions. Three principal components explained 89% of the variation in the data and were categorized as the total quantity of CODs, attacking/goal-scoring and defensive reacting types of CODs. One-way ANOVA on the individual principal component (PC) scores showed significant differences (p < 0.05) between centre midfielders, goalkeepers, and centrebacks in the quantity of CODs (PC1), and between wingers and fullbacks and centre backs in attacking/goal-scoring CODs (PC2), whereas PC3 was not different between playing positions. Differences between playing positions suggest that training and testing protocols in soccer could be enhanced to better match the individual and playing position-based needs.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it