The Relationship between Technical Soccer Skills , Markers of Athletic Ability , and Functional Movement
Bibliographic record
Abstract
Purpose: The purpose of this study is to examine the relationship technical soccer skills (passing, shooting, and juggling) have to markers of athletic ability (agility, power, and flexibility) and functional movement in female athletes. It was hypothesized that technical skills would have a positive relationship with power and agility but a negative relationship with flexibility. It was also hypothesized no relationship would exist between technical skills and functional movement. Methods: Forty female soccer players (24 Division I athletes from South Dakota State University and 16 high school athletes from the state of South Dakota) between the ages of 14-23 completed the research protocol. Each subject participated in seven assessments designed to evaluate their technical skills, athletic ability, and functional movement. To measure technical skills, participants completed a Longborough Passing test, Longborough Shooting test, and a Soccer Ball-Juggling test. To assess athletic ability, participants complete a Canadian Trunk Flexion test, Standing Long Jump test, and 20-yard Agility Shuttle. To assess functional movement, each participant completed a Functional Movement Screen (FMS). Pearson Product Moment Correlations were used to determine if there was a relationship between study variables. Significance was set at p :'.5 0.05. Results: No assessments of technical skill (passing, shooting, & juggling) had a significant relationship with markers of athletic ability (flexibility, power, & agility) . Passing had a significant weak relationship with FMS Total Score but was not related to any other FMS assessments (FMS Squat, FMS Hurdle, FMS Lunge, FMS SLR, & FMS Pushup) . Other measures of technical skill (shooting & juggling) had no significant relationship to FMS assessments (FMS Total Score, FMS Squat, FMS Hurdle, FMS Lunge, FMS SLR, & FMS Pushup). Conclusion: The findings suggest technical soccer skills have no independent relationship to markers of athletic ability or functional movement.
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How this classification was reachedexpand
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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".