This study aims to open a critical scenario on the current reference paradigm for teaching technical skills in football and define a methodological perspective closer to the theoretical reference framework of the ecological-dynamic approach. Thirty Under-14 amateur football players were divided into two groups. The experimental group (EXP; n = 12) performed a training protocol based on the framework of the ecological-dynamic approach. The control group (CON; n = 12) performed conventional training sessions based on the cognitive or prescriptive approach framework. The study consisted of a pre-test, two months of training intervention and a post-test. The players’ performance assessment was carried out with objectified observation sheets. The players in teams matched in an organised manner (according to rank scores) were evaluated in two games: competitors from the experimental groups against competitors from the control groups. Selected individual actions were analysed (goal shots, leading the ball, dribbling/feints, steals from the opponent) and actions in cooperation with a partner (passes, receptions, assuming position). Effective and ineffective measures were taken into account, which provided a basis for calculating reliability ratios. The experimental group showed significant improvement in all observation variables except leading the ball and receptions variables (P> 0.05). The CON group did not show significant improvement in any of the variables. A significant moment × group interaction was found in Goal Shot (P=0.04), Passes (P= 0.02) and Assuming position (P= 0.04); [d (95%CI) = 0.16 (-0.8; 0.41); 0.21 (0.002; 0.46) and 0.17 (0.02;0.42) respectively]. These results suggest that incorporating the ecological-dynamic approach as a paradigm into a training program for football players may positively impact their performance efficiency.
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