Experienced academy soccer coaches' perceptions of evaluating talented youth soccer players' skilfulness in small-sided games: a mixed-methods study.

Abstract

Academy soccer coaches evaluate players' skilfulness to inform talent identification and development, focusing on technical proficiency, adaptability, decision-making, and influence. However, limited research has explored coaches' perceptions of skilfulness after completing an assessment. Furthermore, little is known about the potential overlap between current skill performance and future potential, or how coaches consider the skilfulness sub-dimensions. This mixed methods study explored how experienced Australian male youth soccer coaches (n = 5) and academy directors (n = 10) (M_age = 42.5 ± 13.8 years; M_experience = 19.2 ± 9.8 years) rated players' skill performance and potential, their emphasis on sub-dimensions, and perceptions of evaluating them. Participants completed an online survey with pre-recorded small-sided game videos. Quantitatively, they rated players' skill performance and potential and emphasis on each sub-dimension using five-point Likert scales. Qualitatively, they responded to open-ended questions. Quantitative data were analysed using Spearman Rank Correlations and a Wilcoxon Signed Rank Test. Qualitative responses were explored via content analysis. Coaches' ratings were partially supported by their reflections on evaluating skill, as they reported feeling competent in rating players' skill performance but required more information on players' backgrounds to assess potential. Given a high overall correlation between coaches' ratings of skill performance and potential (r = 0.79, p =  < .001), coaches may have inferred potential from players' performance, possibly explaining their desire for contextual information. While all sub-dimensions were rated as equally important for performance and potential, coaches described using unique criteria for each, highlighting the need for distinct information from skill assessments.