Comparing the structured versus unstructured planning of jump training in youth: An eight-week pilot study

Objectives This study compared the effectiveness of traditionally-planned (TPT) and randomly-planned (RPT) jump training regimens on physical performance metrics in youth academy soccer players. The groups undertook jump training with identical total programme volume and intensity, differing only in the order in which the prescribed training weeks were executed. Design A total of 28 male youth academy soccer players (mean age: 12.6 ± 0.26 yrs; height: 158.1 ± 7.24 cm; mass: 43.3 ± 5.1 kg; maturity offset: 0.81 ± 0.38 yrs; soccer experience: 4–5 years) were randomly assigned to either TPT or RPT groups, undertaking an eight-week training programme. Methods While the TPT group executed a planned training programme, the RPT group undertook identical training weeks performed in a randomised order with all other training variables being the same between the groups. Results Results indicated significant within-group improvements across all metrics (sprint speed [10 m, 20 m, 30 m], countermovement jump [CMJ], drop jump, and change of direction speed; [dz = 0.37 to 1.15; p = <0.001]) except for the change-of-direction (CoD) test with no ball. No significant between-group differences were found except for in the CMJ, where the TPT group outperformed RPT (dz = 1.15 vs. 0.45, p < 0.001). Conclusion These findings suggest that RPT regimens may yield similar performance outcomes to TPT programmes when matched for jump volume and intensity, though there may be a specificity advantage to using planned schemes. Using more flexible approaches might prove beneficial over time as it appears to encourage greater variability and could benefit coaches who are negatively affected by scheduling difficulties or other time constraints to a programme. This pilot investigation can help coaches and future researchers by serving as a basis for further study of flexible planning in youth populations and can provide preliminary guidance on how coaches can establish effective training programmes without necessarily having to adhere to rigid frameworks.