Author(s): DE LA PASCUA ROCA, E., RIC, Á., JIMÉNEZ-IGLESIAS, J., TORRENTS, C., Institution: UNIVERSIDAD PABLO DE OLAVIDE, Country: SPAIN, Abstract-ID: 757

INTRODUCTION:
Exploratory behavior has been defined as the process of executing a diverse range of movement configurations within specific constraints of each performer [1]. This behavior is considered a core component of creativity and is thought to underpin adaptability in football [2]. However, traditional coaching approaches often rely on constant verbal instructions, which may restrict players’ opportunities to explore functional movement solutions. Despite growing support for constraint-led learning approaches, empirical evidence examining how coach instructions affect exploratory dynamics in football remains limited. Therefore, this study aimed to analyze the effects of explicit coach instructions on the exploratory behavior of young football players.
METHODS:
Thirty-six elite U16 players (15 ± 0.9 years) participated in a repeated-measures design involving 9v9 game scenarios under two conditions: instructed (INS), with instructions related to positioning and tactical organisation, and non-instructed (N-INS). Games were played on a standardized pitch and recorded for subsequent analysis. Tactical behavior was coded using an adapted FUT-SAT observational system [3]. Exploratory dynamics were assessed through dynamic overlap analysis, yielding exploration rate (α) and exploration breadth (qstat). Additionally, Principal Component Analysis (PCA) was applied to identify dominant behavioral patterns. Statistical comparisons were conducted using the Wilcoxon test for the number of Principal Components and one-way ANOVA for α and qstat.
RESULTS:
No significant differences in the number of principal components were observed between conditions. Dynamic overlap analysis revealed significantly higher exploration rates (α) in the N-INS condition (INS= 0.69, N-INS= 1.11; p < 0.05), indicating more frequent transitions between collective configurations. No significant differences were observed in exploratory breadth (qstat;p=0.244), although lower values in the N-INS condition (INS=0.30, N-INS= 0.26) suggested a tendency toward broader exploration of the behavioral space.
CONCLUSION:
These findings suggest that continuous coach instructions may reduce players’ exploratory behavior, likely by narrowing attentional focus and limiting attunement to game affordances [4]. In contrast, the absence of explicit instructions appears to support behavioral variability. These results align with ecological dynamics and implicit learning frameworks, supporting the idea that excessive instruction may hinder exploratory behavior in football. Reducing the frequency of coach instructions facilitates higher exploratory behavior in young football players. These findings support coaching approaches that prioritize exploration in football training.

[1] Hristovski, R., et al., The Open Sports Sci J, 2012.
[2] Kempe et al., J of Sports Sci, 2018
[3] Costa et al., Motricidade, 2011
[4] Furley et al., Attention, Perception, & Psychophysics, 2010.