Sports training is one of the finest strategies to assure ongoing development and enables athletes to accomplish the appropriate levels and goals by fostering the growth and development of their physical, psychological, physiological, and cerebral skills [1].  Pol et al., [2] notes that sports training does not depend on one level without another and is not limited to the preparation of higher levels only, each level has its own method and style, and thus sports training is a process of development, improvement, and continuous progress of the level of athletes in all sports. Sports training is a science based on the knowledge, information, and scientific principles of a number of scientific disciplines and humanities, including sports medicine, physiology, anatomy, biomechanics, motor learning, psychology, and other disciplines with applications in the field of sports [3]. Training players is generally understood to be a stage of preparation, a standalone in which the training of beginners, juniors, youth, and advanced overlaps, and through which players are prepared and prepared to reach their level of the required goals according to the stages of preparation, whether physical, skill, psychological, and the development and development of their functional, biological, and psychological [4]. In order to facilitate the training process and programme the exercises in accordance with the mechanism of linear work inside the stadium, the team numbers necessitate the provision of diverse exercises that encompass as many basic actions and their implications as possible [5]. Therefore, coaches must train their teams according to the most up-to-date plans that match the abilities and skill levels of their players and be in constant development. Additionally, the search for new methods and techniques, as well as the creation of game-like conditions and training, necessitates exercises with multiple goals in which more than one player participates [6], to the increased level of competition, it incorporates multiple skills that can be used to develop physical, skilled, and strategic components [7]. In recent years and with the development of game plans, the need to redouble training efforts and develop physical, skill, and planning abilities has manifested itself in the training units for everything related to training to implement plans and to provide the player with a wealth of planning knowledge during matches at the individual and team levels. 

In Light of this, to Ask the Following Question

To what extent do similar exercises to compete affect some of the special physical abilities and basic skills of football players?

The Problem of Study

As the requirements of modern football necessitate the possession of a high level of various types of skills, particularly the skills of players during the various duties in the game, in order to increase the likelihood of success and excellence in achieving the required goals, players must possess a high level of skills in multiple categories. Therefore, through the studies and research in the field of football, it was discovered that the physical abilities of young players do not fulfil the needs of modern football [8]. It turned out later determined that one of the causes for the deficiency in physical abilities and fundamental skills is that the majority of these trainers used conventional training methods [9]. In other words, there is no physical exercise utilized in training that meets the demands of current play in terms of the degree to which it influences skill performance. Therefore, the researcher resorted to a study that addresses this significant phenomena to meet the demands of modern football, in comparison with the level of that age group and the experience of training method to improve the performance of football player’s talents.

The Objectives of Study

The objective of this study is to develop competition-like training exercises. Determine the effect of similar competitive activities on the development of football players' particular physical attributes and some fundamental skills.

The hypotheses of Study

The researcher assumes the following:

• The existence of statistically significant differences between the pre- and post-tests and in favor of the dimensional in the development of some special physical abilities and basic skills in football and in favor of the experimental group

• The existence of statistically significant differences between the two dimensional tests in some special physical abilities and basic skills in football and in favor of the experimental group

The researcher used the experimental approach to suit the nature of the problem, where the experimental approach is "one of the most important approaches that work to study experimental variables and the ability to control and adjust variables [10]. 

Sample Research

The research sample was tested by the deliberate method, namely the players of the Al Majer Al Kaber, which numbered (24) players, and the goalkeepers, who numbered (2) players, were excluded, thus the sample became (22) players who were divided by lot into two control and experimental groups in a random way, thus bringing the number of each of them (11) players.

Sample Homogeneity

To avoid the factors that affect the results of the experiment and in order for the researcher to be able to control the experimental factors, the researcher achieved homogeneity of all the variables of the research.

Define Search Variables

Determination of Physical Qualities:  In order to determine the special physical qualities, and after reviewing the sources and research in this area, the researcher presented the special physical abilities obtained from scientific sources to experts and specialists in the field of football and was selected for the physical qualities agreed upon by the experts by 75%, which is a good percentage and agrees with Benjamin's theory regarding Bloom's taxonomy, 75% of the test percentage of the required variable [11].

Identify the Basic Skills of Football

After studying the sources, references, and scientific research in order to determine and select the fundamental football talents most suited to football players. The researcher presented the special form to a group of experts and specialists in the field of football. To identify the fundamental skills that experts believe are important for football players to meet the research objectives, the fundamental skills with the largest proportion of expert judgments were chosen.

Tests

After reviewing Arab and foreign sources and soliciting the opinions of specialists over the research's tests, the researcher determined the following tests for the research variables.

Determination of Physical Tests 

In order to meet the requirements of the research in a scientific manner, the researcher selected the tests for the study and presented them to a group of experts to determine the most appropriate test for each attribute. The tests that received the highest proportion of the total opinions of experts for each attribute were chosen according to Table 4.

Identification of Skill Tests

The researcher chose the tests for basic abilities after analyzing the scientific sources, research, and references for football, and then submitted them to the competent specialists to decide the most significant skill tests utilized in the study.

First: Physical Tests

The tests that received the highest proportion of passing grades were determined based on their respective percentages:

• Partridge test on one leg for a distance of 30 m to measure the characteristic strength of speed [12]

• Wide jump of stability test to measure the explosive power of the muscles of the legs [13]

• Test hitting the ball against the wall from a cam distance to measure the speed of performance [14]

• 3 × 50 m running test with ball to measure performance tolerance [15]

Table 1: Represents the Homogeneity of the Sample in Height, Weight, and Age Search Variables

Table 2: Shows the total iterations and percentage of the selected capabilities and according to the opinions of the experts

Table 3:  Shows the Basic Skills, Their Frequency and Percentage

Table 4:  Shows the Name and Purpose of the Repetition Test Percentage

Table 5: Shows the Most Important Skill Tests Used In the Study

Table 6: Shows the Coefficient of Stability and Self-Truthfulness of Physical and Skill Variables

Secondly: Skill tests:

• Test the rolling of the ball between the poles and the scoring towards the divided goal [16]

• Handling accuracy test passing the ball about 3 circles drawn on the ground from a distance of 20 yards [17]

• Roll test with the ball from the goal area line to the penalty area line [18]

• Test hit the ball to the farthest distance [19]

Scientific Foundations of Tests

• Stability of Tests: The test is designed to yield results if applied to the same sample twice under identical conditions, making persistence one of its most important characteristics [20]. To calculate the coefficient of stability of the tests, the researcher used the testing and re-testing (TEST AND RE TEST) method. The tests were administered on 22 September 2021 and re-administered seven days later. The researcher then calculated the Pearson correlation coefficient, and the calculated test results revealed a high correlation between the majority of the tests, confirming their stability

• Honesty Tests: To achieve the truthfulness of the tests, the researcher used the coefficient of self-truthfulness using the following equation Self-honesty = √ Stability

Pre-Tests 

The researcher conducted the pre-test at 5 p.m. on Tuesdays, Wednesdays, and Thursdays corresponding to 22/9/2016 and the test of physical abilities was conducted according to the degree of difficulty and over two days the first day included the test of handling accuracy and distinctive strength and the second day included the scoring test and the speed of performance test while the third day included the test of running with the ball and bearing perform.

Post-Tests

Dated 10/1/2021 and at the same time and the order of the pre-tests. 

Statistical Analysis

The researcher used the statistical program spss using the following statistical means:

• Percentage

• Arithmetic mean

• Standard deviation

• Torsion coefficient

• Pearson's sample correlation coefficient

• Test (T)

Discuss the results of the pre- and post-tests of the basic skills of the control and experimental groups.

Presentation and Analysis of the Results of the Physical Abilities of the Control and Experimental Groups

Table 7 shows that the mean of the pre-test of the strength characteristic of the speed of the control group was 8.8 and the standard deviation 0.46 and the value of the dimensional mean of the same group 7.11 with a standard deviation of 0.15 and the value of (t) calculated 6.82, as for the experimental group, the mean of the same test was 7.94 with a standard deviation of 0.57 while the post-test reached the mean 6.15 with a standard deviation of (0.39) and the value of (T) was 6.32. The mean of the pre-speed tolerance test for the control group was 2.45 with a standard deviation of 0,17 and the mean of the post-test for the same group was 2.12 with a standard deviation of 0,49 and the calculated value of (t) was 9.47, as for the experimental group, the arithmetic mean of the pre-test was 2.34 with a standard deviation of 0.14, while the post-test for the same group was 2.15 with a standard deviation of 0.16 and the value of (t) calculated was 8.42. The mean of the pre-speed of performance test for the control group was 3.09 with a standard deviation of 0,20 and the mean of the post-test for the same group was 2.64 with a standard deviation of 0,31 and the calculated value of (t) was 11.76,  as for the experimental group, the arithmetic mean of the pre-test was 3.11 with a standard deviation of 0.64, while the post-test for the same group was 2.09 with a standard deviation of 0.84 and the value of (t) calculated was 8.62. The mean of the pre-Scoring test for the control group was 2.52 with a standard deviation of 0,18 and the mean of the post-test for the same group was 3.15 with a standard deviation of 0,23 and the calculated value of (t) was 5.93, as for the experimental group, the arithmetic mean of the pre-test was 2.75 with a standard deviation of 0.31, while the post-test for the same group was 3.66 with a standard deviation of 0.12 and the value of (t) calculated was 6.02. The mean of the ball passling pre-test for the control group was 10.12 with a standard deviation of 1,01 and the mean of the post-test for the same group was 12.55 with a standard deviation of 1,13 and the calculated value of (t) was 16.18,  as for the experimental group, the arithmetic mean of the pre-test was 11.39 with a standard deviation of 0.77, while the post-test for the same group was 15.87 with a standard deviation of 0.51 and the value of (t) calculated was 9.21. And the mean of the running with the ball pre-test for the control group was 9.33 with a standard deviation of 1,18 and the mean of the post-test for the same group was 13.69 with a standard deviation of 1,07 and the calculated value of (t) was 7.52, as for the experimental group, the arithmetic mean of the pre-test was 8.86 with a standard deviation of 0.77, while the post-test for the same group was 16.53 with a standard deviation of 1.41 and the value of (t) calculated was 5.63. As a result, the researcher believes that the experimental group's physical abilities and skills improved significantly as a result of the recommended training programme developed by the researcher, which contributed to the enhancement of these abilities. The researcher attributes this to the increase in intensity of the special exercises included in the vocabulary of the training curriculum, which is consistent with what Kraemer [21], when the intensity of training is greater than the body's capacity, adaptation occurs and the body releases as much energy as possible. Hausswirth and Mujika [22] the rationing of the training load, all measures must be employed to induce physiological changes in the body, which improves the body's responses and subsequently adapts the body. The researcher believes that organized training works to develop the work of internal devices under the influence of the exercises performed by the athlete during the training units, which is a fundamental and important factor in bringing about the required adaptation process. Observing Table 7 reveals statistically significant differences in favor of the experimental group in the dimensional tests speed of performance. The researcher attributes this to the link between speed and skill in performance in the form of performance in games, which contributed to the development of this trait. This is consistent with what Williams et al., pointed out in 2021, namely that the link between speed and skill in modern football is of particular importance for the player and the team in order to raise the level of performance. The researcher also relates this to the physical growth that occurred as a result of the research sample's participation in exercises.

This is similar with what Reilly stated in [23], namely that the training process increases reaction speed. There are

Table 7: shows the arithmetic media, standard deviations and values (T) calculated for the pre- and post-test of the control and experimental groups in physical and skill variables

Table 8: Showing the arithmetic mean and standard deviations of the dimensional tests of special physical abilities and basic skills

statistically significant differences between the two dimensions tests and in favour of the experimental group in the performance tolerance test, as shown in Table (7). The researcher attributes the reason for this to the use of the best stages of time division in the distribution of the vocabulary of the experimental curriculum and according to the different stages of training and this is consistent with what  Kilding, Tunstall, and Kuzmic  pointed out in [24] that one of the most important advantages of the time distribution of the training curriculum is its dependence on the tongues and the healthy scientific hostility that takes into account the body's response to the volume of physical training and awareness that the athlete undergoes during training.  Also, according to Reilly [25], when the intensity of training exceeds the body's capability, it causes a bottleneck in the adaptation process and the release of as much energy as possible proportional to the rise in the intensity of physical activity.

Presentation and Discussion of Dimensional Choices of Basic Skills for the Control and Experimental Groups

It is clear from Table 8 that the mean and standard deviation of the scoring test for the control group amounted respectively 3.15, the mean and standard deviation of 0.98 the experimental group respectively 3.66 and standard deviation of 0.45 and the value of (t) calculated 8.44 and when compared to its tabular value of 2.07 it turned out that the difference is significant below the two levels and in favor of the experimental. The reason for this, according to the researcher, is the use of exercises with balls included in the units of the crepe and for the skill of scoring as practical training after the best way to build the player physically and skillfully and to increase the experience of players to solve the problems of matches.

According to Andersen et al. [26], the more experience a player has, the better he can aim and shoot with the appropriate force. When compared to its tabular value of 2.07, it was determined that the experimental group outperformed the control group. The researcher attributes this to the use of many diverse cases during training that were similar to match conditions and from different angles and situations, as well as linking scoring to other skills such as running with the ball and controlling it with the presence of legal goals and the goalkeeper. This is congruent with what Launder and Piltz [27], pointed out, namely that successful coach constantly strives to make the player feel as though he is in the race during his practise drills that mimic actual games. The above table also shows that there are statistically significant differences between the two live tests between the control and experimental groups in favor of the experimental, where the value of (t) 11.95 and when compared to its tabular value of 2.07 it turned out that the difference is significant and in favor of the experimental group below the two levels. The researcher attributes this to the researcher's use of planning assignment exercises according to the planning principles, a method that ensures the development of skill according to the requirements of modern play, where the player is more in contact and interaction with or without the ball, i.e. the accumulation of skills according to multiple play situations. Consistent with what Burton and Raedeke  stated in 2008, in order for the coach to work on chit basic skills so that they are performed accurately and masterfully during the game, they must be performed with one or more teammates planning exercises as well as the matches in small groups in small areas of the field raise the player's ability to perform and accuracy, particularly since these divisions require the player to perform with greater precision, the researcher also attributes this phenomenon to the repetition of planning-related activities, including running, trading, rolling, and scoring. etc., leading to the development of fundamental skills within the research sample experimental group, the accords with what Ramaja stated [28], as stated in 2015, it is not sufficient to implement the skill or plan once during a single exercise; rather, the performance continues with a focus on repeating it multiple times and can be tripped on a skill and plan simultaneously, thereby increasing or decreasing the time of one exercise based on the mechanism of its application in the speed and mastery of the skill. From the observation of Table 8, we also note the existence of statistically significant differences between the two dimensional tests of the skill of running by ball and in favor of the experimental group, where the calculated value of (t) 3.86, when compared to its tabular value 2.07, revealed that the difference is statistically significant and in favor of the experimental group below the level of 0.05. The researcher attributed this to the training curriculum's inclusion of exercises involving running with hatred and in a variety of methods and lengths, which helped to build the skill of running with ball.  Consistent with what Reilly and Gilbourne pointed out in [29], the player's sensation for the ball increases with exercise and is a unique form of high observation that enables him to deal with the ball using his experience and results in the player's perception of the ball's accuracy and characteristics when he runs with it. The researcher believes that the skill of running with the ball must be commensurate with the position of the player. The attacking player uses the skill of running with the ball differently than the player of the defense line, and the winger runs with the ball differently than the midfielder, especially in the counterattack. Therefore, the exercises must be arranged in proportion to the characteristics of each player and according to his position.

From the obtained results, the researcher drew the following conclusion:

• The presence of statistically significant variations between pre- and post-tests in favor of the experimental group's dimensionality with respect to unique physical abilities and some basic skills

• The presence of development special e physical abilities and basic skills, as well as statistically significant differences in the dimensional assessments, in favor of the experimental group in these variables among the research sample participants

• The development of football players' specific physical qualities and skills has been aided by training that simulates competition

Recommendations

• Emphasis on the utilization of similar competitive activities in the development of special physical abilities and fundamental abilities

• Utilizing comparable competition workouts for the development of other mental or functional talents

• Conduct similar research and studies on other games.

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