Multidirectional Speed in Youth Soccer Players .99162

Multidirectional Speed in
Youth Soccer Players:

Programming
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Considerations and
Practical Applications
Alistair J. McBurnie, BSc (Hons),1 James Parr, PhD, MSc,1 David M. Kelly, PhD, MSc,1
and Thomas Dos’Santos, PhD, MSc, CSCS2
1
Department of Football Medicine and Science, Manchester United Football Club, AON Training Complex,
Manchester, United Kingdom; and 2Department of Sport and Exercise Sciences, Musculoskeletal Science and Sports
Medicine Research Centre, Manchester Metropolitan University, Manchester, United Kingdom
ABSTRACT decelerate, change direction, and maintain preseason ;4- to 6-weeks vs in-season
speed in multiple directions and move- ;40–42-weeks) the abbreviated win-
Multidirectional speed (MDS) can be
ments, within the context of sport- dows in which to develop physical qual-
defined as ‟the competency and
specific scenarios” (90). MDS comprises ities can present as a common barrier to
capacity to accelerate, decelerate, what is considered ‟best practice” for
linear speed, change of direction (COD)
change direction, and maintain speed practitioners embedded within elite soc-
speed, curvilinear speed, contextual speed,
in multiple directions and movements, and agility, which each having unique cer clubs (145).
within the context of sport-specific physiological, biomechanical, and neuro- In contrast to their senior peers, youth
scenarios.” The components of MDS cognitive characteristics that can either soccer players may be afforded a better
are linear speed, change of direction be differentiated or harmonized to opti- opportunity to optimize athletic prep-
speed, curvilinear speed, contextual mize training. The purpose of this article aration with a long-term vision
speed, and agility. A MDS develop- is to provide readers with an applied in mind. Rather than winning being
ment framework is provided for the framework to use the concepts of MDS the primary focus, an emphasis should
practitioner who considers the com- within a long-term athletic development be placed on the development of bet-
plexities of the growing athlete within a (LTAD) program. ter youth soccer players in line with
progressive sequence of skill learning the club’s philosophy, while promoting
When structuring a training program, it
and adaptation. Practical examples for their fitness, health, and wellbeing.
is important to note that the underpin-
each MDS component are provided Therefore, the use of periodization
ning improvements in performance are a
and discussed within weekly micro- approaches that permit for the struc-
result of the chronic exposure to training
cycle examples that represent different ture of a training program in stages and
stimuli (132); therefore, managing fatigue
stages of development for the youth and optimizing performance capabilities cycles in accordance with the progres-
athlete. through the strategic manipulation of sive overload principle will enable
physiological stressors are imperative. desired physiological changes to occur.
Numerous strategic approaches have With the correct balance of workload
INTRODUCTION been proposed to maximize training
ultidirectional speed (MDS)
M
adaptation in athletes; for example, linear,
can be defined as ‟the compe- conjugate, concurrent, block, and con-
KEY WORDS:
tency and capacity to accelerate, sprinting; change of direction; agility;
centrated models of periodization (63).
training load; soccer; youth athletic
Address correspondence to Alistair J. McBur- However, given the inherent structure
development
nie, [email protected]. of a soccer annual calendar (e.g.,
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Developing Multidirectional Speed in Soccer Players
and recovery, MDS training strategies tempo of such processes are highly periods of development in relation to
can be used to progressively prepare variable between each individual (84). key time points about biological age.
the youth soccer players for the speed The development of various subsys- As such, alternative frameworks have
demands of the senior game. tems (i.e., skeletal, central nervous, been proposed that demonstrate that
With that said, the authors acknowledge and cardiorespiratory), altering hor- all physical attributes are trainable dur-
that constraints may be placed on the monal concentrations, alongside the ing all phases of development
amount of gym-based activity their changes to functional tissue (i.e., mor- (42,81,140), and it is perhaps, more
youth athletes can experience (i.e., low phological, metabolic, and mechani- specifically, the explicit training
training age and/or limited resources). It cal), will bring about improvements method itself that is most effective to
should be noted, however, that strength in physical abilities, such as muscular develop a physical attribute during a
is considered a fundamental quality to strength, power, sprint speed, anaero- certain phase of development (140).
train in youth (79–81) and, given that bic capacity, and aerobic capacity, as What is well established, however, is
the young soccer player will typically an individual matures (5,7,114,116,- that the ability to effectively apply
have a low training history, positive 144). Because of the nonlinear devel- large relative ground-reaction forces
adaptations to an individual’s strength opment of such processes, certain in the intended direction of travel is
characteristics can be made with simple authors have proposed models that essential in MDS performance
methods that require limited equipment are based on theoretical “windows of (26,39,74,91,149), of which should
(56). Therefore, a “mixed-methods” opportunity” in the training of targeted remain a key theme running through
training approach (53,132) within the physical attributes, whereby youth ath- all stages of a LTAD program. These
frameworks of block periodization and letes are more sensitive to training- training methods should be trained
phase potentiation may provide a viable induced adaptation at specific periods concurrently but at different volumes,
long-term strategy for maximizing the of development (8,144,151). These densities, and intensities, about the
transfer of training and physical pre- proposed models, such as the LTAD individual’s needs, which is the funda-
paredness (31,32). Importantly, the inte- model (8), have been widely adopted mental basis of periodization. Resul-
gration of MDS training within these in youth athletic development prac- tantly, it is now widely recognized
paradigms can work to complement tices, aiming to provide a progressive that previous training experience
the development of skill and physical framework for coaches and practi- should be a primary factor in the level
qualities simultaneously. Demonstrating tioners on which to coach and develop of technical and physical requirements
the importance of a holistic approach their youth athletes within a multiyear of a given training task, irrespective of
in MDS development, training must be training structure (8). age or maturity level (79). Thus, the
configured in a way in which all phases proposed framework for the develop-
of each MDS component are learned in Regarding speed development during ment of MDS uses ‟training age” as a
a sequential order, to reinforce physical adolescence, only weak to moderate key modulator in the planning and pro-
literacy and technical proficiency in relationships exist among changes in gression of MDS training.
movement. Speed performance in soccer testosterone levels (51), growth rates
The authors propose a 3-phase structure
is rarely linear, and as such, more inves- in stature or body mass (20, 150), and
for developing MDS (Figure 1), where,
tigations are warranted into how these sprinting development. Changes in leg
length which correspond to growth from a motor skill learning perspective,
approaches can work toward bringing preplanned drills are required to learn
about specific physiological adaptations have been suggested to explain
improvements in sprint speed through correct techniques, with gradual progres-
that are complementary to the kinetic, sion in intensity (i.e., velocity and angle)
kinematic, and spatiotemporal character- increases in stride length (128), yet this
cause and effect relationship remains and complexity (i.e., introduction to
istics unique to a sequenced approach to stimuli) as the athlete develops in move-
MDS development (90). Until more is unclear. Morphological characteristics
have been shown to differentiate ment competency and capacity (38,100).
known in this regard, the aims of these
sprinting performance in top-level This phased structure aligns with the
next sections are to discuss a theoretical
sprinters, whereas leg length did not principles of the short-to-long (S2L)
framework for the field-based develop-
(75). Taken together, these results sug- approach, which is a training methodol-
ment of MDS within the context
gest that a host of factors, such as ogy that has been adopted in elite sprint-
of LTAD.
changes in muscle mass (144), ing (44,45), and extended in other sprint-
MULTIDIRECTIONAL SPEED IN A muscle-tendon morphology (73), and related disciplines, as a means of harmo-
LONG-TERM ATHLETIC neural mechanisms (83,104), can all nizing the physiological adaptations
DEVELOPMENT FRAMEWORK influence sprinting development, derived from phased resistance training,
Programming for the youth athlete which may be explained by a combi- sport training, and speed enhancement
requires careful consideration, because nation of growth, maturation, physical, (i.e., Seamless Sequential Integration
of the complex nature of growth and and chronological factors (e.g., motor [SSI]) (30). In brief, the S2L approach
maturation, with which the timing and skill learning), and not merely sensitive is a speed development strategy based
2 VOLUME 00 | NUMBER 00 | JUNE 2021
on the theoretical basis that athletes who velocity (PHV) (19,139), or when growth temporary vulnerability of bodily tissues,
can accelerate for greater distances will rates are high (65,71,89,139), which will including musculotendinous junctions,
likely attain greater maximal velocities have important implications for the im- ligament structures, growth cartilage,
(119). The pioneer of this approach, plementation of MDS training. The rapid and bone mineral density, during this
Charlie Francis, also explains how the gains seen during the adolescent growth period (2,15,139,146,147) may reduce
technique is a prerequisite and high skill spurt can result in neuromuscular control the loading capabilities of the young ath-
levels need to be developed early in the deficits (112), to which it has been sug- lete, which needs to be carefully managed
pursuit of sprinting excellence (44). The gested that previously attained move- to reduce their risk of sustaining an injury.
model prescribes shorter sprints at the ment patterns may need to be It is within this holistic overview of the
start of the training cycle that are pro- relearned or modified (114). From a bio- growing athlete that a decision can be
gressively extended over time as physical mechanical perspective, the rapid growth made on the appropriate training meth-
and technical characteristics of the ath- of the whole-body and changes in limb ods to use. For example, training meth-
lete matures (44,45). length and mass will lead to increased ods that emphasize diversity and a
Integrating this type of approach moments of inertia around the joints variety of stimuli in prepubertal individ-
within the tenants of SSI has been sug- (2,57), which may exacerbate injury risk, uals will serve to maintain the interest of
gested in relation to the acceleration particularly if ‟at risk” postures are dem- child athletes and develop multiskill agil-
capabilities of soccer players, where onstrated (e.g., knee valgus during cut- ity (103). The unique physiology of the
preliminary investigations into the dis- ting) (58,68,91). Therefore, an emphasis less mature individual means that sprint-
tinct parameters associated with each on sensorimotor function and readdress-
type activity requires less recovery time
subphase of acceleration, and their ing fundamental MDS technique princi-
to perform subsequent bouts at high
relationship with key strength-power ples is recommended for individuals
intensity because of reduced force-
characteristics, have been explored experiencing rapid growth (Figure 1).
producing capabilities of immature chil-
Furthermore, the increases in sprint
(11,12). Extrapolating these findings dren (98,117). The self-regulatory nature
speed as an individual matures (i.e.,
to the context of MDS, it is clear to of game-based training will serve to keep
increase in body size and mass)
see how these concepts can be concep- the child athlete active and engaged,
(112,120) indicates that the youth athlete
tually applied. In a brief example, in while still developing MDS qualities.
will experience an increase in their
theory, one may couple deceleration Alternatively, more physically demand-
whole-body momentum (i.e., [ mass 3
technique and ‟tempo”/flywheel ing training methods (e.g., increased vol-
[ velocity 5 [ momentum) during
eccentric resistance training (134,135) umes and intensities) that harness the
sprinting, which will subsequently require
as a method for developing a founda- late-pubertal individual’s heightened
greater braking impulse to reduce this
tion of deceleration capabilities. The androgenic responsiveness, who will typ-
momentum. Resultantly, during MDS
adaptations realized from this block ically possess a greater training age and
movements, heightened musculoskeletal
of work, namely, technical competency TL tolerance, may allow for an emphasis
loading may manifest with which the
and eccentric strength, may then carry to be placed on building movement
rapidly growing athlete may be unaccus-
over to a subsequent training block in capacity, developing specialized move-
tomed to. Preliminary investigations sup-
which the MDS emphasis may be ment capabilities, and providing supple-
port this observation, where, in elite
deceleration capacity, where drills of mentary resistance-based strategies that
academy soccer players, the rate of per-
greater approach velocities (increased develop explosive strength qualities
formance increases in linear speed (e.g., 5,
distances) and COD angles (.908) are (49,50,80,81,115,151).
10, and 20 m) corresponded with
used to intensify deceleration loading. This decision process should operate
increases in maturity, whereas this rate
As such, with an understanding of the on a fluid continuum, where different
of improvement was significantly
key kinetic and kinematic characteris- densities and intensities are targeted
reduced in the performance of a 1808
tics within each individual component depending on the individual (Figure 1).
COD test during the period of PHV
of MDS (90), practitioners can aim to It should be noted that each phase
(108). Thus, an emphasis on deceleration
train strength and speed concomitantly should still be incorporated throughout
competency and capacity during this
with the goals of harmonizing a milieu phase is highly recommended, ‟you the various stages of a MDS develop-
of physiological and neurological adap- wouldn’t drive a sports car without good ment program; however, the density of
tations to optimize physical prepared- quality brakes.” Although largely specu- each phase will vary depending on the
ness and MDS performance (Figure 1). lative, the inherent nature of this type of individual’s training age, chronic train-
What must be acknowledged, however, training (i.e., reduced exercise intensity ing load, maturation status, rate of
are the inherent concerns that coincide because of a technical emphasis) may growth, technical competency, and
with the adolescent growth spurt in also be a means of reducing the overall physical strengths and weaknesses
youth athletes. Young individuals are par- training load (TL) within the week for (Figure 1). Anecdotally speaking, the
ticularly susceptible to growth-related individuals who may be sensitive to the cultural and philosophical values of
injuries around the ages of peak height intensive demands of training (139). The the soccer club can play a huge role
3
Figure 1. A framework for multidirectional speed (MDS) development. Optimal skill acquisition and retention should be guided by
training age, yet the practitioner should consider that the complex characteristics of the growing athlete rarely follow a
linear trajectory. Thus, the dynamic processes of training age, training load, and growth and maturation should be
interlaced within the progressive sequence of skill learning and adaptation at all times of development. This dynamic
process should be continually reviewed to determine phases of emphasis, in which the volumes, intensities, and
densities of MDS content will be governed by a multitude of factors within the overarching context of the adolescent
athlete. This development framework also has a key emphasis on avoiding early sports specialization practices, with
which the pathological consequences for the less mature, growing athlete have been discussed. Therefore, developing
MDS qualities through diversified movement patterns is vital for the long-term health and well-being of the young
athlete.
in the implementation of any athletic when determining the appropriate dosage such as global-positioning systems
development model the practitioner of MDS components within training (GPS), may be difficult. Resultantly, we
chooses to use. The development of a cycles (Figure 2). For example, in late- advise and encourage practitioners to be
MDS model should be by no means a adolescent soccer players, 2-weekly initially conservative with the volumes and
rigid structure and aim to harmonize COD speed and technique training ses- movement intensities they expose their
the club’s core principles with the sci- sions within shorter distances (i.e., youth athletes to, with an emphasis placed
entific principles of MDS. This #20 m) have seen athletes complete up on quality and fun, rather than quantity,
approach will work to optimally facil- to 54 COD maneuvers (e.g., 4–25 decel- and monitor how their athletes respond to
itate the integration of the club’s tech- erations; 20–38 COD actions) and total training through continual communica-
nical and tactical principles within a distances between 230 and 425 m each tion, alongside the utility of readily avail-
MDS development framework (90). session, all within relative intensities rang- able methods, such as subjective load and
ing between 50 and 100 percent of per- wellness and the monitoring of injuries
PROGRAMMING and pain (97,125,136,137). As previously
ceived speeds (34). Conversely, dosages
CONSIDERATIONS
concerning maximum velocity sprinting, stated, a better understanding of the opti-
To date, recommendations for the mal dosages for MDS development is
typically performed over greater distances
appropriate frequencies, volumes, and
(i.e., $30 m), may require markedly small- required in both adult and youth popula-
distances of MDS training are limited tions. With that said, we recommended a
er overall volumes. Research from elite
for the youth population, with the rela- training approach where total distances
Gaelic footballers suggests that, per ses-
tionships between the TL, athletic per- (e.g., 230–480 m), MSS distance (e.g.,
sion, 6 to 10 maximum sprint speed
formance, and injury risk being unclear 60–90 m), CODs (e.g., 20–40), and
(MSS) exposures, attaining at least 95%
(46). It has, thus far, been difficult to decelerations (e.g., 2–40) are performed
of MSS, and accumulating total sprinting
determine how to best structure sprint within a range of distances depending on
training in youth (121). General recom- distances between 60 and 90 m, was nec-
essary to reduce injury risk and prepare the MDS focus (e.g., 2.5–60 m). Practi-
mendations for sprint training suggest tioners should also limit week-to-week
that youth athletes should perform up athletes for competition (88). Pertinently,
when performing higher volumes of MSS changes, or progressive increases, within
to 2 sprinting sessions per week, with 10% for the aforementioned variables
up to 16 sprints within distances of 10– distance (e.g., 120–150 m), players with
higher chronic TLs presented a markedly (16,33,113,131). Anecdotally, we have
30 m, accumulating total distances adopted this approach in elite and subelite
between 240 and 480 m each session lower injury risk (odds ratio; OR 5 0.26)
in comparison with their teammates with youth soccer populations and found this
(94,122). Efforts of sprints should be method to be successful and can be inte-
interspersed with at least 90 seconds of lower chronic TLs (OR 5 3.12) (88).
Further investigations are certainly war- grated into extended warm-ups (examples
rest, or a work-to-rest ratio of 1:25, to provided in following sections), before
allow for full recovery (94), with the ranted to determine the appropriate TL
and dosages for field-based MDS training skill-based sessions for approximately
aim of sessions being to perform 15–30 minutes.
high-quality, technically sound work in youth soccer players.
while maintaining maximal exercise Ultimately, when prescribing MDS train-
intensities. ing, the practitioner should be aware of TRAINING METHODS
These recommendations, however, are the numerous considerations that have With an understanding of the theoretical
generic in nature, and specific guidelines been discussed above. It should be recog- underpinnings of MDS, combined with
for the different components of MDS nized that youth soccer players are an appreciation for the unique consider-
training (i.e., acceleration, deceleration, engaged in other forms of physical activity ations for the growing adolescent athlete,
COD, curvilinear sprinting, and maxi- (i.e., training and match-play), which can practitioners are better able to identify
mum velocity) need to be developed for expose them to high volumes of high- exactly what physiological or biome-
the youth athlete and are recommended speed running distance, sprinting distance, chanical mechanisms they are aiming
areas for future research. As mentioned acceleration, and deceleration actions to appropriately overload at specific time
previously (90), MDS maneuvers display within their skill-based work. Moreover, points within a program. Ultimately, in
different kinetic, kinematic, and spatio- the youth athlete may be involved in the applied world, practitioners are chal-
temporal characteristics, in which the per- additional sporting activities, physical edu- lenged with the task of identifying the
formance of such actions will have cation classes in school, or even represent most suitable training methods to attain
implications for the physiological and bio- other soccer clubs at regional or national the desired outcomes from their athletes,
mechanical load-adaptation pathways, levels. This should reflect in the relative of which can be highly dependent on the
which have different rates of response dosage of MDS training within specific context in which it is applied.
(141). This may have consequences for time frames (Figure 1). It is also appreci- Although far less extensive, findings
the planning and periodization of specific ated that, because of the limited resources from research have demonstrated the
components within the MDS continuum, available at the youth soccer level, access effectiveness of a variety of training
both at the microlevel and mesolevel, to advanced monitoring technologies, interventions (e.g., traditional sprint
5
robust and effective multidirectional

athletes, who have the competency
to accelerate, decelerate, and change
direction rapidly and effectively from
both limbs. As such, the aims of this
section are to provide some practical
examples of how training methods
along the MDS continuum can be im-
plemented in a soccer setting.
LINEAR SPEED
As previously discussed, an athlete’s abil-
ity to accelerate is governed by the
amount of horizontal force that is effec-
tively applied to the ground
(61,74,95,149). An effective horizontal
transmission of these forces over increas-
ingly abbreviated ground contact time
during acceleration has been termed
mechanical effectiveness (124). It is rec-
ommended that the development of
mechanical effectiveness work in com-
plement to a gym-based conditioning
Figure 2. (A) Resisted-sprints: horizontal force-oriented exercises that function to improve program, which can be achieved through
mechanical effectiveness across the early (0–2.5 m), mid (2.5–6 m), and late (6– targeted resistance training of the
12 m) subphases of acceleration, unique to the sprinting characteristics of the mechanical qualities (i.e., force, velocity,
soccer population. Examples include sled pushing and towing, band-resisted, and power) that underpin the kinetics
and inclined sprinting, which key aims are to provide resistance for increasing specific to each subphase of acceleration
GRFs, over typically longer GCT, without compromising sprint mechanics (e.g.,
(Figure 2A). Researchers who have eval-
maintaining hip extension, ankle stiffness, and ‟piston-like” motion with lower
limbs). (B) Build-ups: sprinting across a variety of distances, varying the kinetic
uated the effects of sprint-specific training
and kinematic demands across the linear speed spectrum. Varying the initi- methods on linear sprint performance
ation of the efforts through different starting positions can alter the mechanics (i.e., free, assisted-sprinting, and resisted-
during the initial acceleration (e.g., 3-point start, half-kneeling start, push-up sprinting) have shown them to demon-
start, and soccer-specific technical skill). (C) Fly ins-and-outs: also called strate favorable adaptations to specific
‟floating” sprints, movement speeds are manipulated within a typically aspects of the force-velocity profile in
extended distance (e.g., 50–90 m). One example is a maximal effort acceler- athletes (21–24,28,59,111). For example,
ation into a maximal sprint for an allocated distance, followed by the athlete ‟heavy” sled towing loads (e.g., .75%
relaxing (i.e., “floating”) and sprinting for 10–20 m, then finally completing decrement in velocity; Vdec) may target
another maximal effort sprint for another 10–20 m. Overall distance performed specific ‟force” aspects through training
in these drills needs to be monitored to ensure the exercises do not become
strength-speed qualities (21,23,28,59,111),
too taxing and become more of an ‟anaerobic” exercise. GCT 5 ground
contact time; GRF 5 ground reaction force. which may correspond to earlier sprint-
ing phases (e.g., early-acceleration and
mid-acceleration; Figure 2A). Alterna-
training, resisted sprint training, plyo- be briefly discussed in this section, tively, ‟lighter” loads (e.g., ,25% Vdec),
metric training, resistance training, or readers are directed to the following free or assisted-sprinting (21,23,28,59,-
combined training) on components of texts for more descriptive reading on 111) may be of benefit to later sprint
MDS speed (6,47,69,102,121). A vari- these complementary methods phases (e.g., late-acceleration, ‟transition,”
ety of methods for developing force (53,59,133,138). The following sections or maximum velocity; Figure 2). As pre-
production capabilities (i.e., resistance will discuss how the concepts pro- viously discussed, with an understanding
training, plyometrics, and resisted posed by the authors can be used for of the kinetic, kinematic, and spatiotem-
sprinting) are recommended to work developing MDS qualities in youth poral factors that govern specific ele-
in concert alongside field-based train- soccer players. The overarching philos- ments of the MDS continuum (90),
ing methods to reinforce MDS perfor- ophy for MDS development in youth increases in sprinting performance may
mance and to elicit positive tissue soccer players should be to expose be achieved through manipulation of tar-
adaptations (i.e., bone, ligament, ten- their athletes to an expansive range geted loads within a given zone of train-
don, and muscle). Although they will of diverse movement skills, developing ing. Readers are directed to the following
reviews for a more comprehensive over- intensity within a predetermined dis- DECELERATION
view of resisted-sprinting training meth- tance enables players to initiate sprints Although deceleration as a quality can
ods (4,22,24,28,111). from a variety of locomotive profiles be encompassed within COD speed, it
Another consideration is that of the (i.e., walking, jogging, and running), is of the author’s belief that a stand-
starting position for acceleration, as in which more likely replicates the sto- alone section is warranted. The impor-
soccer, players will initiate movement chastic nature of soccer. tance of deceleration competency and
from a variety of positions (i.e., crouched capacity for the rapidly growing athlete
CHANGE OF DIRECTION SPEED cannot be understated; the preparatory
start, athletic stance, walking, jogging, or
soccer-specific actions) during match- COD speed can be considered the steps before a COD foot plant are fun-
play. Exposing the athlete to a variety mechanical basis for effective agility damental for effective COD speed and
of different sprint-start positions (38,40,100,129). Similar to the princi- have vital implications for both COD
(Figure 2B) will thus serve as a means ples of linear speed, COD speed is performance and injury risk
to develop an athlete’s movement library determined by the technical ability to (40,54,55,66,67). Deceleration mechan-
by exposing them to a range of postures effectively apply force in the intended ics should be firstly developed through
direction of travel (36,39,67,91). It is an emphasis on technique, where the
that can influence the kinetic and kine-
important to develop the athlete’s athlete is required to perform a range of
matic outcomes of the first few steps of
technical competency using a con- deceleration maneuvers in different
acceleration (96,130). As sprinting dis-
trolled and progressive approach, positions and at different angles of
tances increase, practitioners should be
which can reinforce desirable move- approach (Figure 4A). Once technical
cognizant of the characteristics that
ment mechanics through shallower competency has been advanced, move-
demarcate a transition to near maximum
angles before movement intensities ment intensities can begin to increase
velocities. These are unique to each ath-
are increased (Figure 3A). These initial through exposing the athlete to greater
letic population; for example, in rugby
drills enable the coaching of different approach velocities, making sure to
union athletes, 96% of maximum velocity
COD actions, such as side-steps, cross- continually embed desirable decelera-
was achieved by every athlete at the 21-
over cuts, split steps, pivots, as well as tion mechanics (Figure 4B). Given the
m mark (9). The stimulus provided to the
initiation and transitional maneuver- inherent increase in approach velocity
athlete for attaining .95% of peak speed
ability movements, with low move- that will occur with greater distances,
is of great benefit from both performance
ment intensities that emphasize deceleration ‟zones” can also be
and injury perspectives (88,92), yet these
technique and control. Readers are increased to accommodate for this
intensities are also highly taxing on the
referred to the following texts for a increased movement intensity; equally,
central nervous system and require con-
detailed and prescriptive guide on dependent on the athlete’s physical
scious management in dosage. Practi-
appropriate technical coaching guide- capacity, these areas can be manipu-
tioners should aim to develop their
lines for the underpinning qualities of lated to facilitate sharper deceleration
own population-specific sprint profiles
COD speed (35,38,40,100). As move- intensities. Once the fundamental
for their athletes, which will ensure the
ment quality is developed, the volume mechanics have been developed and
subphases of acceleration are accurately
of COD maneuvers can increase by deceleration competency and capacity
classified and ensure that larger sprinting
including more actions within the same is improved, the inclusion of game-
distances are dosed appropriately.
drill (increased task complexity) based elements will diversify some of
Further to this point, a variety of “ins- (Figure 3B). This will allow for the the more repetitive exercises associated
and-outs” drills can be a useful strat- movement capacity of the athlete to with the previous examples, adding a
egy in the management of sprinting be developed while embedding the fun and competitive element for the
distances to the same effect desired movement mechanics of each youth athlete, which can also facilitate
(Figure 2C). Although the science is action. Finally, introducing sport- an increased effort and movement
less clear in this regard, theoretically, specific, multidirectional actions within intensity (Figure 4C). Moreover, exer-
these drills may allow for the manip- the same exercise will allow for the cises such as these often have the pres-
ulation of movement speeds within a realization of COD speed to be ence of external stimuli that are generic
drill associated with maximal effort achieved, allowing for the individuali- (i.e., visual or auditory) and sport-
sprinting, while still re-enforcing zation of movements that can be spe- specific (i.e., partner reaction or eva-
sprinting mechanics. Speculatively cific to playing positions or tactical sion), which are also methods for pro-
speaking, these types of drills could scenarios (Figure 3C). By isolating gression to increase specificity and
be used with players going through these sport-specific movements within greater overload.
periods of accelerated growth as a MDS training, practitioners can begin
means of reinforcing sprinting tech- to emphasize technical efficiency, CURVILINEAR SPEED
nique and locomotive economy while overloading the specific force Much less is known about curvilinear
within reduced movement speeds. demands of the actions by completing speed; however, the mechanics have a
Furthermore, varying the movement them with maximal intent. much closer resemblance to linear
7
3C). As curvilinear movement

mechanics improve, the volume of
curved maneuvers can increase by
including more actions within the same
drill (Figure 5B). This will develop the
movement capacity of the athlete by
increasing the density of curved
maneuvers performed in an exercise.
Practitioners can also aim to increase
movement intensities through an
increase in the distance of the curved
sprint and expose their athletes to
higher velocities, which may be com-
bined with linear maximum velocity
work when high speeds are the focus.
AGILITY
The qualities discussed above (i.e., lin-
ear speed, COD, deceleration, and cur-
vilinear speed) can be considered the
mechanical basis for development of
MDS; however, the training of these
qualities in true isolation should be
considered as preplanned tasks. In
sports, such as soccer, the ability for
athletes to use information from the
environment to support actions is
predicated on an accurate and efficient
relationship between perceptual-
cognitive factors and motor processes
(123). Therefore, agility training
requires a perceptual and decision-
making process in response to a stim-
Figure 3. (A) Three-point drills: allows for control of desired change of direction (COD) ulus, of which the subsequent outcome
angle and velocity through manipulation of cone distance and direction.
will likely fall into the category of one
This is useful for embedding COD competency through technique
of the aforementioned actions (129).
emphasis. (B) Zig-zag drills: increased repetition frequency with addition of
multiple COD maneuvers (typically the same) within the same drill. This is The most basic form of these types of
useful for developing COD capacity through increased density of COD exercises may be through the incorpora-
actions. Practitioners should note the increased loading demands associ- tion of an external stimulus (e.g., player,
ated with sharper COD angles, and so, repetition number should reflect signal, or command) within a predeter-
this. (C) Maneuverability drills: a method for incorporating a variety of mined task (Figure 6A). This allows for
multidirectional speed elements within the same drill. This can be used to
the control of approach velocity and
introduce more sport-specific actions (i.e., backpedal) in a sequence which
can relate to an individual’s playing position. angle of the subsequent MDS action
while introducing perceptual and
decision-making elements through
sprinting than that of COD (38). be used supplementary to COD train- engaging the athlete with an external
Importantly, it has been shown that ing. Therefore, technical competency condition. Continued evaluation of tech-
;85% of maximum velocity actions should be emphasized through shal- nique is advised when introducing these
in match-play do in fact have some lower curves before movement intensi- exercises, as the reduced time to make
degree of curvature (25), and so, devel- ties are progressively increased with preparatory whole-body postural adjust-
oping the ability to maintain high curves of greater angles and radii ments during unanticipated maneuvers
velocities during curved sprints is vital. (Figure 5A); these can be developed may potentially contribute to poor frontal
Technical guidelines for developing concomitantly with shallow forms of and transverse kinetics and kinematics,
curvilinear speed are limited; however, COD actions (i.e., ,458), where brak- such as increased lateral trunk flexion
in theory, a similar framework can be ing is limited, and velocity mainte- and unwanted positioning of the center
applied to that of COD speed and can nance is a key focus (Figure 3A and of mass, all of which are associated with
Importantly, in sport, athletes do not
react to flashing lights, arrows, or col-
ored cones; instead, they scan and pro-
cess visual and kinematic cues
regarding the environment, sport, and
other athletes when performing MDS
actions (110,152). Although a popular
method, and arguably warranted in
instances when diversifying training
to improve player motivation, the use
of an unanticipated stimulus in the
form of the above-mentioned has been
criticized because they are not truly
sport-specific stimuli (101,110,152).
Furthermore, researchers have shown
these types of ‟reactive agility” exer-
cises (i.e., flashing lights or arrows)
do not differentiate skillful performers
(152–154) and, in fact, may even be a
more complex and hazardous task
compared with reacting to 2D video
footage (76).
Finally, the inclusion of game-based
agility exercises can be an excellent
Figure 4. (A) Deceleration competency drills: allows for control of desired deceleration
tool for providing variety and enjoy-
angle and velocity through manipulation of cone distance and direction.
Technical competency (e.g., emphasizing greater braking in the preceding ment in a program and are particularly
steps before COD foot plant, correct lower-limb alignment, and whole-body effective for re-enforcing movements
posture) can also be developed through decelerations within a range of with an element of fun when working
movement planes and different finish positions (e.g., bilateral stance, split with younger players (Figure 6C).
stance, and rotated stance). (B) Deceleration runways: building up decelera- Because of these games often being
tion capacity by progressively increasing the approach velocities. Multiple team-oriented, they can also be a useful
decelerations can be performed within the same ‟runway” to increase the method for embedding technical and
density of actions, but it should be noted that this may decrease movement tactical outcomes as a secondary objec-
speeds and therefore deceleration intensities. (C) ‟Stop at the Lights” game: an tive, which can be developed alongside
example game-based drill in which the players must react to the green
support from the technical coaching
(accelerate) and red (decelerate) signals from the coach. A race to the end and
staff. These exercises will typically pro-
players are disqualified if they are unable to stop on the coach’s command.
vide the highest cognitive load because
of their more chaotic nature (i.e., objec-
potentially hazardous knee joint loading Exercises may still be designed with tives, rules, and greater player num-
(13,14,39,68,91). The heightened knee the intention of exploiting desired bers). Because of the typically greater
joint loading during unanticipated actions MDS actions that wish to be empha- durations of game-based exercises,
can be attributed to increased task com- sized, but the unpredictable nature of practitioners should be aware that the
plexity and temporal constraints imposed these open drills will consequently for- underlying physiological emphasis
on the central nervous system which sake some degree of control. These may shift toward a more anaerobic or
controls movement and, thus, contribut- types of unpredictable exercises expose aerobic outcome, and so, work-to-rest
ing to the disproportionately greater players to opposed evasion scenarios ratios need to be considered depending
external knee joint moments, which are which most closely resemble sporting on the overarching theme of the
in contrast to the levels of muscle activa- movement, where the athletes will session.
tion required to offset the adoption of need to synchronize their perception- CONTEXTUAL SPEED
higher-risk postures (13,14). action coupling abilities through truly It is important to understand that any
The progression of agility training challenging perceptual and decision- movement that presents itself during
should challenge the athletes to making processes (i.e., visual scanning, match-play is the result of a
respond with varied movement solu- knowledge of situations, pattern recog- perception-action coupling in response
tions by providing conditions that are nition, and anticipation) in response to to a specific scenario that occurs
more open in nature (Figure 6B). sport-specific stimuli (101,110,152). within the game. Therefore, MDS will
9
the planning and prescription of training

to develop MDS is considered in the
broader context of the youth soccer
player’s training environment, which
considers the intricacies of TL, growth
and maturation, training experience, as
well as other factors that are at play
within a certain period of a young soccer
player’s developmental journey (Fig-
ure 1). It is of the authors’ beliefs that
the assessment of growth and matura-
tion should be a key driver in determin-
ing the content of MDS training
delivered to the youth athlete
(29,79,81,82,84,87). As mentioned previ-
Figure 5. (A) Three-point drills: control desired sprinting curve angle and velocity ously, there is much variation in the tim-
through a manipulation of radii and angle. (B) Slaloms: increased repetition ing and tempo of an individual’s growth,
frequency with addition of arced turns (typically the same) within a drill. maturation, and development (84–86),
Shallow 5 curves of smaller radii; sharp 5 curves of larger radii. particularly within the adolescent years
(i.e., 11–14 years) (87), which can lead to
large disparities in performance across a
always be applied to a specific context constraints (e.g., no. of players, pitch loca- range of athletic tasks between individ-
within match-play and will vary de- tion, or objectives) can be manipulated uals of the same chronological age
pending on an individual’s playing accordingly for the desired outcomes. (17,84,108,112).
position and tactical role. Therefore, The inclusion of a technical element Practical, indirect assessments of skeletal
there should be continual communica- within a MDS session does come with maturity are now popular in the applied
tion with the technical staff in relation an inherent caveat, namely, that there world (72,87,93). The approach adopted
to desired themes of work through presents a risk of ‟diluting” the training by the authors is the percentage of pre-
embedding the club’s game model effects of high-quality MDS work. With dicted adult height (%PAH) method,
(90), as well as an individual’s posi- any additional layer of complexity that is which provides an estimated index of
tional characteristics, which will apparent when including a technical maturity status and timing (72,109). With
require a special reference to their focus, the risk of a poorly executed tech- this information, practitioners can decide
unique movement patterns, pitch loca- nical action may also result in a reduction to more appropriately categorize individ-
tion, technical skills, tactical actions, in movement quality in the MDS maneu- uals into athletic training groups based
and combination play (1,64). This will vers that are being focused on. Further- on the maturity status, as opposed to
allow for MDS speed qualities to be more, to truly replicate the demands of chronological age groups; for example,
realized within the true context of soc- individual playing positions, the inherent ,90% PAH, .90% to ,95% PAH,
cer performance (Table 1). differences in work-to-rest ratios may shift and .95% may equate to individuals
the emphasis toward a more anaerobic or who are early-pubertal to prepubertal,
Various MDS actions can be isolated and aerobic conditioning-based drill. There- midpubertal, and late-pubertal to post-
overloaded through targeted exercises fore, if MDS training were to precede a pubertal, respectively (29). Notably,
that are specific to the positional and tac- main technical session (i.e., warm-up), it is PHV may occur between 88 and 96%
tical requirements of that individual. The recommended that these types of ‟inte- of PAH, reaching its peak between
principles of progression within the MDS grated” drills be introduced toward the approximately 90 and 92% (109), which
development framework (Figure 1) end of the session to allow a transition may have implications for training; how-
develop contextual speed in the same toward technical training, without com- ever, practitioners are advised to collect
way, with the initial use of closed, pre- promising high-quality MDS work. and develop their own growth and mat-
planned drills that allow the competency uration data that is population-specific,
and capacity of contextual movement to IMPLEMENTATION OF THE wherever possible.
be developed, followed by the introduc- TRAINING PLAN
tion of external stimuli (e.g., opponent) in It should be reiterated that MDS train- The structure of a weekly training plan
more intense open drills (Figure 7A). ing should be considered within a holis- may be highly variable, and the deci-
Drills that incorporate a technical focus tic athletic training program, which sions on when and where to deliver
can then be designed which replicate the encompasses other training components training can be dependent on the
same focus within a soccer-specific sce- that are complementary to MDS devel- unique situations of different clubs, as
nario (Figure 7B), with which the opment. It is, therefore, suggested that well as the governing bodies that

implemented on the microlevel, within
biologically banded weekly training
structures that represent post-PHV,
circa-PHV, and pre-PHV groups are
provided (Tables 2–4, respectively). In
these examples, the alignment of train-
ing days between chronological age
groups may be preferential to facilitate
the fluid movement of individuals of
different ages within biologically driven
athletic training groups.
Of note, individuals classified in the post-
PHV training, example, who will typically
have greater physical capabilities, training
experience, and chronic workloads, may
be exposed to higher TLs throughout the
week (e.g., weekly load 5 2,430 arbitrary
units; AUs), with a greater emphasis on
developing physical capacity in highly
specific movement scenarios (Table 2).
Furthermore, at these later stages of
development, players need to become
increasingly more prepared for the
demands of the senior game, and so, there
is a much greater emphasis on perfor-
mance in competition. Thus, 2 days of
‟acquisition,” where MDS demands are
high, are strategically placed at the early
stages of the week (e.g., match day 24
and 23), followed by 3-day prematch
tapering strategy where lower intensity
technical, tactical, and individual focuses
can be emphasized, which will assist in
the gradual ‟unloading” of players and
Figure 6. (A) ‟X” and ‟Y” Drills: incorporation of a reactive stimulus within preplanned
reducing the accumulative fatigue
COD or maneuverability drills. This can be achieved through a verbal or
response that serves to increase player
visual cue from the coach, or reacting to an opponent’s movement. (B) 1
versus 1 drills: an open, opposed drill where players have to evade their readiness for the match (70,106,145).
opponent(s) to pass through a gate. Manipulation of player numbers, Conversely, circa-PHV players, or indi-
distance, and objectives can bring about different movement actions, COD viduals with heightened growth rates,
angles, and intensities. (C) Agility games: inherently the most chaotic and may require a reduction in training vol-
cognitively demanding form of agility training and can be effective for ume (e.g., 1,950 AUs) to control for pain
diversifying the program through introducing multisports. Manipulation of
and reduce the risk of sustaining an over-
player numbers, distance, and objectives can bring about different out-
comes. Example demonstrated here is ‟capture the flag.” use injury (65,71,89,97,139) (Table 3).
Notably, this reduction in TL should
come through a reduction in session
arrange fixtures. Quantitative and qual- maturity-level, and ability-level of the duration, and not forsake exercise inten-
itative analysis into the movement pro- groups in question (17,48,107). Com- sity, where appropriate, to allow for high-
files of youth soccer match play, and bining this information with growth quality MDS training to still be per-
how this progresses within an acad- and maturation data will allow practi- formed. The structuring of MDS training
emy, is important for optimizing devel- tioners to reverse-engineer their may be managed in a way that allows
opmentally appropriate training weekly training programs to provide more days between from ‟high” TL days
prescription (107,126). Certainly, more the optimal overload to key MDS char- to accommodate for the rapidly growing
investigations are warranted in this re- acteristics that are more specific to an athletes’ need to recover, also allowing
gard to elucidate the match activity individual’s requirements. An example the next high-intensity MDS session to
profiles that are specific to the age, of how a MDS program can be be performed under lower residual
11
Table 1
Contextual sprinting classification system (adapted from Ade et al. (1), Caldbeck (29), and Jeffries et al. (78))
Movement pattern Description

Acceleration Linear sprint performed ,20 ma
Maximum velocity Linear sprint performed .20 ma
Curvilinear sprint Upright running portion of the sprint completed with the presence of some degree of
curvature. Sprint angle range from 08 to 308
Cut Clear ML foot plant involved in redirection. COD angle range from 08 to 1058
Pivot Clear anterior foot plant involved in redirection. COD angle range from 1058 to 1808
Initiation Starting movements: hip turn (lateral) and drop step (rear)
Transition Static start: athletic stance, three-point stance, and half-kneeling stance. In motion: jockeying,
controlled run, side-shuffle, and backpedal
Tactical outcome Description
In possession Attacking transition and attacking organization

Break into the opposition Player sprints into the opposition penalty box
penalty box
Run with the ball Player sprints with the ball either dribbling with small touches or sprinting with the ball with
bigger touches
Overlapping run On the external channel, player sprints from behind to in front of, or parallel to, the player on
the ball
Push-up the pitch Player sprints up the pitch to support the play or play offside (defensive and middle third of the
pitch alone)
Drive through the middle of Player sprints with or without the ball through the middle of the pitch
the pitch
Drive inside the pitch Player sprints from external flank with or without the ball into the central area
Run the channel of the pitch Player sprints with or without the ball down one of the external areas of the pitch
Run in behind the opposition Player aims to beat the opposition offside trap to sprint through onto the opposition goal
defense
Out of possession Defensive organization and defensive transition
Close down opposition player Player sprints directly toward opposition player on the ball
Interception of opposition Player sprints to cut out pass from the opposition player
pass
Covering Player sprints to cover space or a player on the pitch while remaining goal side
Track runner Player runs alongside opposition player with or without the ball
Ball passed over the top of Player sprints after an opposition long pass over the defense through the center of the pitch
player
Ball passed down the side of Player sprints after an opposition pass over the top or down the side of the flank
pitch
Recovery run Player sprints back toward own goal when out of position to be goal side
a
Distances to determine acceleration and maximum velocity phases will depend on the individual sprint profile. How these contextual speed
examples are used will be determined by the individual’s requirements alongside the technical and tactical principles embedded within the
specific soccer team’s game model.
COD 5 change of direction; ML 5 medial-lateral.

loads and determine whether an individ-
ual is coping with the training demands.
More research into the validity and reli-
ability of this method in youth soccer
players, however, is needed, as mixed
findings have currently been reported
in this population (52,118,127). The use
of this tool in ‟under-resourced” organi-
zations would certainly be of value, as
RPE may provide a simple, noninvasive
means of assessing ‟global” training load
(e.g., both physical and psychological
stress) during intermittent activities, such
as soccer (52).
Although individualization of training
is often touted as paramount for the
successful development of athletes, it
is acknowledged that team sports
often require most training to be
undertaken in group-based activities.
In certain situations, however, supple-
mentary training sessions with a more
individual focus (e.g., position-specific
themes) may be included within a
holistic program that accommodates
for athletes who need to develop
Figure 7. (A) Isolated contextual speed drills: (1) preplanned drills that develop com- qualities that are more specific to their
petency and capacity of soccer-specific movement functions. Typically individual needs. To this end, physical
involve a sequence of movement patterns (e.g., acceleration, deceleration, assessments can be used to evaluate
backpedal, and drop step into acceleration); (2) open drills that incorporate an individual’s underpinning strength
a reactive stimulus (e.g., partner) into the same movement pattern. The characteristics, movement quality, and
example included here being an ‟out of possession” exercise where the asymmetries to identify strengths and
player must ‟close down” the opposition player (Table 1). These can often weaknesses of an athlete. The use of
be used to complement the technical and tactical aims of a session, or an individual growth rates alongside this
overarching theme of skill-based work. (B) Integrated contextual speed
approach may further individualize
drills: incorporation of a technical element (e.g., football) to specific
movement patterns. Multiple patterns can be combined to allow a team to
the delivery of a program, which can
develop position-specific movement patterns within a sequence of play. inform training approaches. For
instance, as players can often experi-
ence spikes in growth rates through-
fatigue and with higher intensity (70). maturity group, however, will be to off-
out various periods of their adolescent
Importantly, individuals going through set the negative consequences of early
journey, and not just ‟circa-PHV,” a
rapid growth will likely experience a specialization and allow individuals to
player may sporadically go through
rapid enhancement in physical perfor- sample a range of different sports and
periods of reduced coordination, dis-
mance capabilities that will need to be movements within MDS training
play exacerbated asymmetries, or pre-
carefully managed to ensure all MDS (Table 4). More attention may need to
sent a general reduction in perceived
components are underpinned by move- be given to groups who are approaching well-being and readiness to train,
ment quality, which will better prepare phases of rapid growth to establish ‟base- which may need to be considered in
these individuals for the increasing line” data (e.g., more frequent monitoring the tailoring of a program.
demands of match play and reduce the of growth rates, establishing baseline
risk of injury. movement quality (37), and match/
PRACTICAL APPLICATIONS AND
Finally, because of the unique physiol- training data) to allow for comparison, FUTURE DIRECTIONS FOR
ogy of pre-PHV players, less of an where possible. The use of subjective rat- MONITORING MULTIDIRECTIONAL
emphasis on weekly TL periodization ings of perceived exertion (RPE) (43,62) SPEED
is necessary because of their reduced can provide information regarding the As mentioned previously, particularly
physical capabilities. A key focus for this internal response of imposed external at the youth soccer level, access to
13
Table 2
Example weekly outline for an in-season microcycle (.95% predicted adult height; post-PHV)
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Structural REST Intensive: Extensive: Individual: Technical MATCH REST
focus (DPP) ½ pitch Full pitch 1/2 to 3/4 pitch tactical:
;10–95 m2 ;120–350 m2 95–185 m2 ½ pitch
;10–95 m2
Technical Pressing Transitions Technique work Shape
focus SSG LSG Position-specific Set pieces
Maturity Increased emphasis on soccer specificity through specialized practices. Increased
focus complexity of methods and volume of tasks to accommodate increased maturity,
training age, and training load capabilities
MDS focus Acceleration COD capacity Maximum velocitya Maneuverability
Deceleration (shallow) Contextual speed agility (,10
capacity Curvilinear speed m)
COD capacity Contextual speed
(sharp)
Contextual speed
Training 1. Resisted 1. Zig-zag COD 1. MSS top-upsa 1. Jockeying
examples accelerations (0–458) 2. Run the channelb reactive race
(2.5–12 m) 2. Build-ups (15– 3. Position-specific COD (5–10 m)
2. Deceleration 40 m) and maneuverability 2. 3 versus 3
runways (5–20 3. Curved sprints (5–15 m) agility (10 3
m) (20–40 m) 10 m2)
3. Zig-zag COD 4. 1 versus 1
(60–1808) agility (30 3 30
4. 2 versus 2 agility m2; 0–458)
(15 3 15 m2; 5. Overlapping
60–1808) runs (15–50 m)
5. Closing down
(5–15 m)
Physiological Force production H:Q ratio Cognitive-perceptual Cognitive-
emphasis [ Eccentric [ Neuromuscular [ Neuromuscular load a perceptual
demands load
[ Musculoskeletal
load
Session time N/A 70 80 60 50 110c N/A
Session N/A 7 8 5 4 8 N/A
intensity
sRPE N/A 490 560 300 200 880 N/A
a
Dependent on whether players have attained .95% of MSS the preceding day within practice, calculated with player tracking technology (e.g.,
GPS); volume and intensity of this session should be driven by cumulative load of various metrics (e.g., accelerations, decelerations, and sprint
distance) from previous days.
b
Example refers to position-specific sprint for an attacker and will vary depending on the position.
c
Match-day load includes 30 min warm-up activity. A bandwidth of suggested distances and angles is provided; this should be selected and
progressed according to the stage within the training phase. Daily reported arbitrary units are field-based only, and do not incorporate gym-based
load.
COD 5 change of direction; DPP 5 density per player; LSG 5 large-sided games; MDS 5 multidirectional speed; MSS 5 maximum sprint speed;
PHV 5 peak height velocity; RPE 5 rate of perceived exertion; SSG 5 small-sided games.

Table 3
Example weekly outline for an in-season microcycle (90–95% predicted adult height; circa-PHV)

Structural REST Intensive: Individual: Extensive: REST REST MATCH
focus (DPP) 1/2 pitch 1/2 to 3/4 pitch Full pitch
;10–95 m2 95–185 m2 ;120–350 m2
Technical Pressing Athletic skills developed Transitions
focus SSG through multisports LSG
Maturity Reduced volume of sport-specific patterns and heightened focus on
focus movement quality. Continual review of individual growth rates and
well-being to determine volume and intensity of sessions
MDS focus Acceleration Movement qualitya COD competency
Deceleration Movement diversification (shallow)
competency FMS Curvilinear speed
COD competency Maximum velocity
(sharp)
Training 1. Deceleration 1. Three-point CODa 1. Three-point COD
examples competency drills 2. Agility games (0–458)
2. Deceleration (multisports) 2. Ins-and-outs (20–
runways (5–20 m) 40 m)
3. Three-point COD 3. Curved sprints
(60–1808) (10–30 m)
4. X and Y drills (5–15 4. X and Y drills (15–
m; 60–1808) 30 m; 0–458)
Physiological Force attenuation Sensorimotor functiona Locomotive

emphasis Y KAM and KRMs Diversified anatomical efficiency
[ Eccentric demands stress distribution H:Q ratio
[ Musculoskeletal [ Neuromuscular
load load
Session time N/A 60 50 60 N/A N/A 100b
(mins)
Session N/A 7 5 8 N/A N/A 8
intensity
(RPE)
Load (AU) N/A 420 250 480 N/A N/A 800
a
Individual deficiencies can be developed through targeted individual work; if interlimb asymmetries are present, drills which develop the
nondominant limb may be emphasized; if growth rates are high, an emphasis on neuromuscular control may be necessary.
b
Match-d load includes 20 min warm-up activity. Note: a bandwidth of suggested distances and angles are provided, these should be selected
and progressed according to the stage within the training phase. Daily reported AU is field-based only and does not incorporate gym-based load.
AU 5 arbitrary unit; COD 5 change of direction; DPP 5 density per player; FMS 5 fundamental movement skills; KAM 5 knee abduction
moments; KRM 5 knee rotation moments; LSG 5 large-sided games; MDS 5 multidirectional speed; NM 5 neuromuscular; PHV 5 peak height
velocity; RPE 5 rate of perceived exertion; SSG 5 small-sided games.
15

Table 4
Example weekly outline for an in-season microcycle (,90% predicted adult height; pre-PHV)
a
Structural REST SSG REST SSG REST SSG MATCH
Technical focus
Maturity focus Emphasis on movement diversification through multisports. Movement competency developed through exploration, subtle technical
cueing, and guided learning. All sessions should have a perceptual decision-making component to facilitate cognitive
development, fostering creativity, and free play
MDS focus COD speed REST Linear speed REST COD speed
Agility Curvilinear speed Agility
Agility
Training examples 1. COD races (60–1808) 1. Acceleration starts (5–20 m) 1. COD races (0–458)
2. Maneuverability races (5–15 m) 2. Athletics races (20–80 m) 2. Agility game (Tag)
3. Agility game (handball) 3. 1 versus 1 agility (25 3 25 m2; 0–458) 3. Agility game (hockey)
4. Agility game (American football)
Physiological Eccentric emphasis Hamstring activation Sensorimotor function

emphasis Sensorimotor function Locomotive efficiency Cognitive-perceptual
Cognitive perceptual Cognitive-perceptual
a
Given the propensity for technical-based sessions to follow a SSG format, it is essential that youth athletes are exposed to greater sprinting distances to prepare them for bigger pitches and
subsequently sprinting distances as they progress.
COD 5 change of direction; MDS 5 multidirectional speed; PHV 5 peak height velocity; SSG 5 small-sided games.
advanced technologies and analytical athlete’s joints, muscles, and ten- in strength (27) and power (77). As
methods may not be readily available dons, depending on the angle and such, a hypothetical example of how
to clubs with limited resources. How- velocity the athlete performed each MDS may be sequenced in this re-
ever, recent trends have indicated of these maneuvers (35). In addition, gard using metrics commonly
that the ability to evaluate TLs as mentioned previously, the impor- tracked with GPS systems is provided
through the utility of these methods, tance of practical methods for mon- in Figure 8.
such as GPS and various microtech- itoring these training demands Certainly, more investigations are
nologies, has become more common- through an evaluation of the individ- warranted to uncover the optimal
place (3) and will continue to become ual’s internal response is essential. dose-response relationships between
more accessible (18). Surveys into Therefore, being able to differentiate the various components of MDS and
current soccer practices (3) reveal between the physiological and bio- how the young athlete responds to
that clubs incorporate a variety of mechanical internal responses to var- the training of these components
metrics to evaluate TL in their ath- ious external TLs may further assist within different phases of growth
letes (e.g., total distances, speed-time, in developing specific dose-response and maturation. This will provide
relative speed intensities, accelerom- relationships in soccer. For example, more insight into whether a hierar-
etry, and metabolic power), all of using differential RPE, an individual chy of MDS training requirements
which can provide valuable insights may be specifically asked to rate their is appropriate at different phases of
into the monitoring of MDS actions. level of ‟breathlessness” and ‟leg development. Given the underlying
A selection of these kinematic mea- muscle exertion” during a session or mechanism of an overuse injury, that
sures (e.g., total distance and high- task (148), or evaluate their rating of is, potentially being a result of exces-
intensity distance) is used as a means ‟muscle soreness” and ‟fatigue” in the sive loading of repetitive movement
of managing the physiological load- days following a session through a patterns (41,78), an understanding of
adaptation pathways, which are typ- wellness questionnaire (60,137), the structure-specific mechanical
ically characterized by metabolic and which may separate an individual’s loading a young adolescent soccer
cardiorespiratory adaptations. From a perception of physiological and bio- player is exposed to as a consequence
biomechanical loading perspective, mechanical load (141). As mentioned of pathological movement may allow
accelerometry based variables can previously, more research is war- for modifications to be made to the
be used to provide an overview of ranted to validate these novel meth- training program to mitigate injury
summative body impacts that a player ods, particularly in their applicability risk. In addition, how the compo-
is exposed to during a session (e.g., for use with youth players. nents of MDS are developed within
PlayerLoad (10)), which are examples Consequently, the practitioner needs various learning and skill acquisition
of ‟whole-body” load measures that to be aware that the currently avail- models needs further evaluation over
aim to approximate the external able measures for evaluating player the long-term, as alternative nonlin-
forces the body is exposed to and activity levels on the field can be ear approaches that are more aligned
reflect the loading demands placed the product of highly varied to ecological dynamics rationale have
on the musculoskeletal sys- demands at the structural and tissue been suggested in the design of effec-
tem (99,142). level, which can have implications tive skill learning environments (105).
Although practical for field-based for evaluating the biomechanical
purposes, ‟whole-body” estimates of adaptations to training and injury CONCLUSION
musculoskeletal load fail to account risk (142). This is important as being This review has focused on how the
for the highly variable nature of bio- able to differentiate between charac- scientific principles that underpin
mechanical loading that occurs at the teristic loading patterns, and how MDS can be applied within a LTAD
structural level (e.g., joints, segments, load-adaptation pathways are program in youth soccer players. A the-
and limbs) during different COD affected as a consequence, may allow oretical framework has been proposed
actions, with laboratory-based inves- for the periodization of long-term for the periodization, sequencing, and
tigations indicating this can be highly training programs to be optimized structuring of MDS, along with exam-
task-dependent (35,38,39,91,143). through the appropriate sequencing ple exercises for each component of
For example, if an athlete were to of physiological and biomechanical MDS. This development framework is
perform a MDS session where the TLs (141). For example, an extended underpinned by the interaction
focus was to be on deceleration capa- time course (e.g., 6–8 weeks) for between training age, growth and mat-
bilities, using a biomechanically adaptation has been reported to uration, and TL, which will ultimately
focused metric (e.g., total decelera- occur between the cessation of dictate the MDS foci for an individual
tions) to evaluate that session may eccentrically focused training and athlete. Young soccer players can and
underestimate or overestimate the the manifestation of adaptations, should be exposed to all aspects of the
training demands placed on the characterized by improved outcomes MDS continuum but at different vol-
17
Figure 8. An example of 2 MDS training mesocycles (6 weeks) that considers physiological and biomechanical loading response rates
separately. Acceleration and sprinting can be considered to provide more of a stimulus to functional properties within the
muscle (i.e., metabolic and neuromuscular systems) and may be cycled more transiently (3:1; 2:1). Conversely, deceleration
possesses a heightened eccentric component and provides greater stress on the mechanical properties of the tendon and
joint structures (i.e., musculoskeletal system), which may follow more gradual cycles (5:2) to allow time for adaptation. Thus,
physical ‟preparedness” can be optimized by more tissue-specific loading and sequencing. It should be noted that acceler-
ations and decelerations are not necessarily performed in isolation and are exercise-dependent; for example, performing a
‟sharp” COD maneuver may comprise of 2 high-intensity accelerations and a high-intensity deceleration, which should be
acknowledged when programming. Typically, academy schedules align with the academic calendar and rest and review weeks
correspond with a complete cessation of training activity coinciding with school term breaks where players are entitled to time-
off. R&R 5 rest and review week; black bars 5 sprinting distance (distance . 25.2 km$h21); gray circles 5 high-intensity
accelerations (count , 23 m/s2); blue circles 5 high-intensity decelerations (count . 3 m/s2).
umes, intensities, and densities, where injury risk, and optimize performance maturation, and development will
appropriate. capabilities is currently unknown, and perhaps shed more light on much
At the microlevel, we provide in- very limited data exist for youth ath- needed answers to these questions
season weekly training, examples for letic populations; however, a pro- and allow for more informed deci-
pre-PHV, circa-PHV, and post-PHV posed mesocycle, which considers sions to be made on individualized
athletes, which aims to accommodate the separate nature of physiological training prescription. With that said,
for the unique training considerations and biomechanical load-adaptation irrespective of any proposed frame-
that are required at different stages of pathways, has been provided for con- work, the success of a program will
maturity and with increased rates of sideration. Novel methodologies that rely on the fluid communication of
growth. How the long-term manage- specifically evaluate the varied information and ideas between key
ment of such training strategies at the demands of different MDS maneuvers stakeholders and how well the pro-
mesolevel work to reduce fatigue, and how these interact with growth, gram accommodates the individual.

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Multidirectional Speed in

Youth Soccer Players:

Copyright Ó National Strength and Conditioning Association 1

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robust and effective multidirectional

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3C). As curvilinear movement

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the planning and prescription of training

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Movement pattern Description

In possession Attacking transition and attacking organization

COD 5 change of direction; ML 5 medial-lateral.

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Monday Tuesday Wednesday Thursday Friday Saturday Sunday

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Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Physiological Force attenuation Sensorimotor functiona Locomotive

Developing Multidirectional Speed in Soccer Players

Physiological Eccentric emphasis Hamstring activation Sensorimotor function

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