Player Perceptions Of The Talent Development Environment In Elite English Youth Soccer Academies using the TDEQ-5

Talent development environments (TDEs) in English soccer have been a focus of increasing attention (Gledhill, Harwood, & Forsdyke, 2017, Psychology of Sport and Exercise, 31, 93-112). There are concerns around balancing positive and negative subjective (e.g., psychological, social) and functional (e.g., educational) outcomes, (Rongen, Mckenna, Cobley & Till, 2018, Sport Medicine, 4, https://doi.org/10.1186/s40798-018-0135-2). Player’s perceptions of their environment have been previously explored using questionnaire data (Mills, Butt, Maynard & Harwood, 2014, International Journal of Sport Science and Coaching, 9, 1457-1472). However, such instruments have since been modified and adapted making meaningful interpretations problematic. The aim of this study was to investigate player perspectives of the talent development environment within English elite youth soccer academies using the most contemporary research instrument. After institutional ethical approval all participants completed the Talent Development Environment Questionnaire-5 (TDEQ-5; Li, Wang, Young, Pyun & Martindale, 2015, Journal of Sports Sciences, 33,1831-1843) in season. The TDEQ-25, the most current version, consisted of 25 items (scored out of six; long term development focus (five items), holistic quality preparation (seven items), support network (four items), communication (four items) and alignment of expectations (five items). Ninety elite youth soccer players (Mage = 17.8+0.5 years) participated in the study. The sample consisted of players from Category 1 (n=15), Category 3 (n=56) and Category 4 (n=19) soccer academies. Subscale-level analysis revealed that participants scored highest for long term development (4.73 + 0.68), support network (4.68 + 0.77), alignment of expectations (4.49 + 0.85), communication (4.29 + 1.03) and lowest for Holistic Quality Preparation (3.57+ 0.89). Item level analysis using a quartile methodology allowed for easy identification areas for strength and development respectively (Gledhill & Harwood, 2017, Journal of Applied Sport Psychology, 0, 1-11). The top 25% of items comprised of long-term development (n=3) and support network (n= 2). The bottom 25% of items comprised of holistic quality preparation (n= 5). The results present soccer practitioners, including coaches, with key information about the player perceptions of the TDE within elite academy soccer. Long-term development (e.g. fundamental training and rounded development) and Support network (e.g. parents and schools) were seen as strengths, whereas Holistic quality preparation (e.g. caring coach, mental preparation, and balanced life) were seen as areas for development.