Olivier Degrenne

L’analyse de la performance est un courant scientifique qui vise à identifier les facteurs qui mènent à la performance. L’analyse du jeu se fonde essentiellement sur l’observation d’indices qui ont vocation à expliquer la performance au cours d’un échange, d’un match ou d’une compétition. De notre point de vue, l’observation de la prestation d’une équipe ne saurait se faire sans prendre en considération celle de son adversaire. Dans le cadre de notre recherche, nous cherchons à observer la performance collective au regard de la gestion du rapport d’opposition. Dans cette logique, nous nous appuyons sur deux concepts centraux :- La répartition des états de rapport d’opposition- Les éléments du rapport de forceNotre travail a plusieurs objectifs. Le principal vise à discriminer une évolution du jeu au cours de trois compétitions internationales en observant la gestion des différents rapports d’opposition en suivant le modèle définis par Langlois (2018). D’un point de vue secondaire, nous tenterons de caractériser des styles de jeu propres aux différentes nations qui composent le Top 8 mondial lors de chaque compétition.Nous avons fait le choix d’observer trois compétitions internationales masculines regroupant les meilleures nations mondiales avec un intervalle de deux ans entre chaque afin de pouvoir identifier des évolutions entre les compétitions. Ainsi nous observons les championnats du Monde 2014 et 2018 ainsi que les Jeux Olympiques 2016. Afin d’identifier des différences entre les compétitions et entre les équipes, nous utilisons le test de Khi2 et nous observons les résidus ajustés afin d’identifier des différences notables.Nos résultats révèlent des évolutions notables du jeu dans les éléments de rapport de force mobilisés pour faire basculer le rapport d’opposition, bien que la répartition des états de rapport d’opposition n’évolue pas. Par ailleurs, nous démontrons des différences notables dans les moyens d’actions utilisés par les différentes équipes.

Despite the publication of articles about set pieces in football, research has not provided much focus on throw-in actions. The aim of this review is to offer an overview of the current literature concerning football throw-ins and identify perspectives for future research. Following the PRISMA-ScR recommendations, PubMed, SPORTDiscus and Google Scholar databases were used, and a total of 1676 articles were found. After applying inclusion and exclusion criteria, 33 articles were included in the review. These publications were divided into three main categories: 1) studies on biomechanics, motor learning and training, 2) studies analyzing goals scored from these actions in different competitions and 3) studies analyzing the game and the involvement of throw-ins. This scoping review revealed that throw-ins play an important role in football, as it is the most frequent game interruption in matches, but it seems difficult for teams to retain possession and create goal scoring opportunities after throw-ins. Different variables can influence the outcome of throw-ins, and some key principles could be followed in order to learn and/or improve the throwing motion. Future research should focus on evaluating throw-in performance and finding training methods.

The main aim of this study was to compare goal scoring patterns between the two most recent FIFA World Cup^TM (WC) tournaments: Russia 2018 and Qatar 2022. Match performance data were extracted using the ProVision database (StatsPerform, Chicago, USA). Variables used to analyse goals (not including penalty shootout goals) included the match period in which these were scored, the type of action and different types of play, body part used, defensive pressure, possession duration and expected goals (xG) values. A Chi-square test was used to compare qualitative variables across competitions while quantitative variables were compared using a nonparametric Mann–Whitney U-test for independent samples. Altogether, 169 goals were scored in WC 2018 vs. 172 goals in WC 2022. No differences occurred across competitions for the period in which goals were scored. In both tournaments the majority was scored in the second-half and towards the end of play. Significant differences were observed for the type of action, type of play and body part used prior to scoring a goal (p < .05). These differences can be explained by the record number of own goals and goals scored from set-pieces in 2018 and an increase in goals scored from open-play (from positional attacks notably) in 2022. Analysis of open-play situations showed that teams recorded a higher xG value and converted more of their chances (xG = 122.8 vs. 128 goals, xG difference = +5.2) in 2022 thus were more efficient compared with 2018. In sum, goal scoring patterns largely differed between the two most recent World Cup tournaments.

Performance analysis has been a key-element in team sports such as volleyball for a long time, playing a role in the coaches’ learning through the association of their lived coaching experience with objective data. A discriminant performance indicator on winning a volleyball set is the effectiveness of attack after reception – i.e., side out attack. So, it is important for coaches’ future interventions to identify how expert setters deal with unsuccessful side out attacks. Thus, the aim of the present study was to analyze, in an elite level competitive context, the setter’s decision making after a failed side out attack. A total of 44 matches were analyzed from the 2014 and the 2018 Men’s World Championships and the 2016 Olympic Games. The sample included all lost side out sequences (SO1), followed by the subsequent side out play (SO2), which resulted in a final sample of 499 “side out” sequences. Results indicated that after a failed side out, using a faster attack tempo was the best way to win the rally, and that in more than half of the sample, setters inverse their setting from SO1 to SO2. Our findings are informative for volleyball coaching, specifically for setting practice, athlete development, in-game decision making and scouting.

L’étude de l’agressivité dans les sports de combat a déjà fait l’objet d’un questionnement important dans la littérature internationale. Le plus souvent, les comportements agressifs des pratiquants sont appréhendés à partir de questionnaires permettant d’inférer leurs traits de personnalité et leurs dispositions à agir. Cette recherche, réalisée en éducation physique et sportive (EPS), propose de mesurer le niveau d’agressivité d’élèves pratiquant la boxe-française à partir d’une méthode d’observation directe en assaut libre (n = 91 ; tireurs = 182 ; féminines = 79 ; masculins = 103). De nature quantitative (p<0,05), elle couple le niveau d’agressivité exprimé par les élèves à quatre variables didactiques : la forme de pratique, le mode de groupement, la présence ou non des rôles sociaux et les agencements spatiaux. Les résultats montrent que les garçons ont un niveau d’agressivité supérieur à celui des filles et que chacune des variables influence plus ou moins significativement le niveau d’agressivité des tireurs. Ces conclusions ouvrent des perspectives pour penser l’enseignement de la boxe-française en EPS et interroger positivement la thématique de l’agressivité dans les activités physiques et sportives.

The purpose of the current study was to compare the effectiveness of a video and three different formats of static pictures (simultaneous-permanent pictures, sequential-transient pictures and sequential-permanent pictures) on the acquisition and retention of a complex judo skill in novice young adults. One hundred and thirty-three first-year students in the certificate in Physical Education (PE) were randomly assigned to either: a static-simultaneous-permanent pictures condition (n = 30), a static-sequential-transient pictures condition (n = 29), a static-sequential permanent pictures condition (n = 36) or a video condition (n = 38). They were instructed to observe and reproduce a complex judo technique (Ippon-Seoi-Nage) immediately after the learning phase (including a sequence of three trials—the acquisition phase) and after one week without observation (the retention phase). The results showed that the continuous video generated better learning performances than all static pictures formats. Moreover, it has been shown that sequential-permanent pictures presentation was more effective than static simultaneous-permanent pictures and sequential-transient pictures. In addition to the human movement effect, complementary explanations in terms of cognitive load theory, perceptual continuity, mental animation and intrinsic motivation are suggested. Implications of the results for the effective design of instructional materials within PE context are discussed.