Exploring the development of ‘Understanding’ in High-Level Youth Soccer Players

Understanding in general, and tactical understanding in particular, is an important target for coaches in children’s sport. Accordingly, this study aimed to test how one team of Under 13-14 soccer players’ depth of game understanding changed over time using a multi-methods approach with multiple data points over an 18-month time period. Players’ (n=10) experienced coaching methods aimed to enhance metacognition, which were deployed in varying doses throughout the study duration. Testing occurred on four occasions using Applied Cognitive Task Analysis (ACTA) to uncover how young players think when playing soccer, combined with a Game Understanding (GU) comparative rating scale criterion. In parallel, the players’ coaches (n=3) performed quantitative measures of GU using the criterion, and analysis deployed a repeated measures ANOVA to compare significant changes. Analysis of ACTA interviews used a deductive framework focussed on metacognitive game skills and metacognitive strategy. Our results clearly show that players’ depth of understanding significantly improved during and post exposure to coaching methods which sought to enhance metacognition. Post the initial intervention, understanding improved at a steady but not significant rate. Qualitative findings showed that players’ metacognition became more sophisticated as time went on, with a particular improvement in strategising based upon their team mates and the opponent’s capabilities. Overall, this study shows that young soccer players are capable of both using metacognition when playing, and developing their metacognition over time.