OBJECTIVE

As expected, the 15-0-5 change of direction (COD) test allows for the highest peak speeds compared to a 5- or 10-0-5 COD test. However, there has been no comparison of the 15-0-5 with in-game football movement data.

Therefore, the purpose of this study was to compare the movement data from a 15-0-5 COD test with speeds measured during football match-play to support the test's applicability as an assessment tool.

WHAT THEY DID

Researchers analysed the Global Positioning System (GPS) data (specifically, 20 pressing actions) for adult players from the Second Hungarian League, as well as 15-0-5 testing data from a Fourth Spanish League team. Data was compared to an individual's maximum sprint speed, collected from a 30-m sprint assessment.

Calibration calculations were made to 'normalise' the peak speed data between two different GPS devices, but deceleration data was analysed separately to maintain reliability. Peak speeds were compared between match and 15-0-5 testing data to support the validity of the test.

WHAT THEY FOUND

The 15-0-5 test showed to be a valid training and testing option for football players based on the peak speeds achieved and their relationship with peak speed during an in-game pressing action.

However, as expected, the variability in peak speeds was far greater during the match (60-95% maximum sprint speed) versus the 15-0-5 being roughly 70-80% of the adult players' maximum sprint speed.

Given that 40% of ACL injuries occur during pressing actions, the 15-0-5 COD test can serve as a constrained testing tool that exposes players to similar deceleration stress of pressing actions experienced during a match.

Practical Takeaways

A primary highlight of the validity and practicality of the 15-0-5 COD test is that it serves as what was described as "invisible monitoring" tool, in that it is both a means of training exposure, as well as a simultaneous assessment that can be tracked fairly quickly with GPS or a timing device (e.g. laser, timing gates, or video). Coaches can use this information to better identify readiness compared to previous results, as well as track overall preparedness (e.g. returning from an injury or developing during an off-season).

Coaches should look to implement assessments that are efficiently performed (minimizing time demand and maximising frequency of testing), as well as constrained (minimizing variability) to support reliability. Not to mention, having a valid means of measuring performance (see timing devices suggested above and here). Although the 15-0-5 test lacks variability, the simplicity supports reliability in the measure. With this mindset, the test itself captures the maximum potential performance, while training itself can/should still incorporate variability for best transfer to in-game situations.

Context is key when implementing the 15-0-5 COD drill/test as a means of training, but applying appropriate training principles of accommodation and progression will best support productive adaptation and exposure for the athlete(s). For example, the drill itself offers a seemingly controlled intensity and less chaotic exposure to deceleration stress and COD action that can be experienced on the pitch. This can serve as a great opportunity for an athlete returning from injury, additional work at the end of a practice, or for athletes who need supplementary work post-competition.

Cody's Comments

For a sport like football, speed and change of direction are clearly two 'key performance indicators' that need to be developed and monitored in training. Identify tests such as the 15-0-5 COD test provide coaches with a practical option, and this study supports the specificity based on the speeds achieved by allowing 15-m of acceleration before stopping and accelerating in the opposing direction. Therefore, it is a test that can showcase performance potential as it relates to COD ability.

Ultimately, the 15-0-5 COD drill is also a training tool that can/should be modified to support the variability experienced in competition. Coaches can vary the directions of re-acceleration, involving a ball or opponent, as well as overloading the task by increasing the forces/speed at which the athlete comes into their deceleration. Ultimately, it comes down to teaching the athlete how to perform the action, testing, training, monitoring, and managing progress along the way.