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The aims of this thesis were to investigate the substitute role in football and understand players' psychological responses to becoming a substitute player. This was achieved in three stages, firstly by completing a preliminary exploratory study uncovering experiences and emotions pertinent to substitute players and secondly by investigating factor...
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This study of 14 Russian women’s national volleyball team athletes aimed to determine their pre-competition and post-competition state anxiety levels according to some variables. This descriptive study used the Competition State Anxiety Inventory-2 (CSAI-2) developed by Martens, Burton, Vealey, Bump and Smith (1990). This inventory has 9 items in 3...
Citations
... However, some limitations should be studied further in later research. Literature on sports psychology found that substitutes might perform worse when they are introduced as a starter in the match because of the psychological burden [48]. It is important to study the performance difference of substitutes between the substitution situations and the starter situation. ...
Background
Substitutions are generally used to promote the match performance of the whole team. This study aimed to analyze the performance of substitute players and explore the performance difference among substitute players, completed players, and replaced players across each position.
Methods
Chinese Super Soccer League (CSL) matches in the season 2018 including 5871 individual observation from 395 professional soccer players were analyzed by establishing linear mixed models to quantify the performance difference among substitute players (SP) ( n = 1,071), entire match players (EMP) ( n = 3,454), and replaced players (RP) ( n = 1,346), and then separately for each position (central defenders, fullbacks, central midfielders, wide midfielders, and attackers).
Results
The results show SP display higher high intensity distance and sprint distance significantly ( p < 0.05) relative to playing time than RP and EMP. SP in offensive positions (attackers, wide midfielders) showed significantly higher ( p < 0.05) passing and organizing performance such as passes, ball control, short passes, and long passes than RP or EMP. The scoring performances of central midfielders of SP including goals, shots, and shots on target are significantly higher ( p < 0.05) than RP or EMP. Central defenders of SP showed higher shot blocks and pass blocks ( p < 0.05) while lower passing and organizing performance ( p < 0.05).
Conclusion
Depending on different playing positions, substitute players could indeed improve physical and technical performance related to scoring, passing, and defending as offensive substitute players can boost organizing performance and substitute defenders enhance defending performance. These could help coaches better understand substitute players’ influence on match performance and optimize the substitution tactic.
... Although the factor of starting status has not generated the type of research within sport psychology that gender has, there are some interesting results with respect to state anxiety that are consistent with this finding. For example, it has been repeatedly found that starters report significantly lower levels of precompetitive state anxiety than non-starting athletes (Han et al., 2011;Woods, 2007;Wolf et al., 2015), and that starters view state anxiety as more facilitative than non-starters (Wolf et al., 2015). Furthermore, when comparing high-and low-ranked athletes, Han et al. (2011) found that high-ranked players had lower competitive anxiety and reacted to errors with less anxiety than lower-ranked players. ...
... stress (Woods & Thatcher, 2009), and a loss of identity (Neely, McHugh, Dunn, & Holt, 2017). Despite the crucial impact of player selection, little is known about, for example, what information coaches use or the processes they go through when making selection decisions. ...
... Coaches must regularly make team selection decisions (Côté, 2007;Couturier, 2009), a key decision that has implications for players beyond who will and will not play in an upcoming game ( Caterisano et al., 1997;Côté et al., 2007;Eime et al., 2013Gonzalez et al., 2013Gonzalez et al., 2012;Güllich, 2014;Neely et al., 2017;Scanlan et al., 2015;Woods & Thatcher, 2009). Given that we know individuals use cues to make decisions on others, the question becomes, do we know which cues coaches use to make team selection decisions? ...
... Future researchers are, therefore, encouraged to plug this gap by focussing their attention on asking coaches about why and how they select their teams. Considering the implications of a player not being selected for a team (e.g., detraining, stress, and a loss of identity; Caterisano et al., 1997;Neely et al., 2017;Woods & Thatcher, 2009), the practical importance of this knowledge is clear. Coaching is a developing field and, as such, requires descriptive research to accumulate knowledge and develop an understanding of what coaches actually do (Gilbert & Trudel, 2004b;Potrac et al., 2007), including what informs their selection decisions. ...
Coaches play a crucial yet complex role in sport, including selecting players for games - a key decision many coaches regularly make. Despite this, little is known about why or how coaches make team selection decisions. The purpose of this thesis, therefore, is to investigate rugby union coaches’ team selection decisions, with specific reference to the cues (pieces of information) they use. Chapter 1 provides the context and rationale for this thesis. Chapter 2 comprises a systematic review which reveals the only study that has investigated coaches’ team selection decisions directly (by asking coaches), and the 15 studies that examined the differences between selected and non-selected players after selection had occurred. Given the small number of studies found in the systematic review, Chapter 3 contains a narrative literature review which summarises the cues that could influence coaches’ judgments and decisions made on their athletes while viewing them. Through a longitudinal interview study, Chapter 4 portrays the large number of diverse cues six rugby union coaches reported using to make team selection decisions and how this information changed dramatically from pre-season to post-season interviews. In Chapter 5, a case study of five rugby union coaches working within the same coaching team revealed the breadth and variety of the cues the coaches reportedly used to make team selection decisions, the processes these coaches went through (“the best or the rest” selection strategy), and how the power relationships among the coaching team impacted their selection decisions. This study also found through visual and audio observations of the head coach that most selection cues were only stated in one training session, suggesting an absence of a clear, long-term selection strategy. Chapter 6 provides coaches with a practical overview of the key results of this thesis and the implications for their coaching practices. Finally, Chapter 7 concludes this thesis by summarising the key findings and making several future recommendations for researchers and coaches.
... Although the factor of starting status has not generated the type of research within sport psychology that gender has, there are some interesting results with respect to state anxiety that are consistent with this finding. For example, it has been repeatedly found that starters report significantly lower levels of precompetitive state anxiety than non-starting athletes (Han et al., 2011;Woods, 2007;Wolf et al., 2015), and that starters view state anxiety as more facilitative than non-starters (Wolf et al., 2015). Furthermore, when comparing high-and low-ranked athletes, Han et al. (2011) found that high-ranked players had lower competitive anxiety and reacted to errors with less anxiety than lower-ranked players. ...
The mental health of Canadian university students is fairly well researched, but there is relatively little evidence concerning the mental health of Canadian university student-athletes. Recent research in the United States and Canada has suggested that mental health (e.g., anxiety and depression) differs between student-athletes and student non-athletes. However, the results are ambivalent as to whether student-athletes experience more or less psychological distress than their non-athlete peers. To address this gap, the purpose of the current study was to measure the levels of psychological distress in a national sample of 284 university student-athletes. Each athlete completed the Kessler Psychological Distress Scale (K6; Kessler et al., 2002) via a secure online platform. The average score on the K6 for student-athletes was 8.2 out of 24; 19.8% of the sample surpassed the cut-off for assessing the prevalence of severe mental illness. A regression analysis found that gender, starting status, and scholarship status significantly predicted levels of psychological distress. Females, non-starters, and student-athletes without a scholarship were associated with increases in K6 scores.
