Development of predictive indices for dribbling and ball control performance based on psychological factors in university soccer players

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Background and Study Aim. This study aims to evaluate how psychological skills affect dribbling and ball control performance in football students. The study analyzed key psychological factors, including visualization, attentional focus, self-confidence, and anxiety management, to predict athletic performance. Materials and Methods. A sample of 20 male master's students from the university’s football team participated in the study, which employed a descriptive methodology, integrating survey techniques and correlational analysis through two main skill tests (Dribbling Skill Test Between Cones and Ball Control Skill Test) along with a Psychological Skills Scale. Reliability coefficients (0.91 for the psychological scale, 0.82–0.84 for the skill tests) confirmed the validity of the instruments. Statistical analyses, including Pearson correlation and linear regression, were performed using SPSS 25. Results. Significant correlations were found between psychological skills and performance. Notably, achievement motivation negatively impacted dribbling performance (r = -0.78), possibly due to an overemphasis on control rather than fluidity. ANOVA and t-test analyses revealed that visualization ability significantly predicts both dribbling (F = 11.24, p = 0.004) and ball control performance (F = 13.015, p = 0.002). Regression equations for dribbling and ball control performance indicated that improved psychological skills, particularly visualization and achievement motivation, optimize performance outcomes. Conclusions. These results underscore the crucial role of psychological skills, particularly visualization and achievement motivation, in enhancing football performance among master's students. Training programs should integrate psychological skills development, particularly visualization and achievement motivation, to enhance dribbling and ball control in competitive soccer.

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