There is an increasing awareness of the importance of the environment in academy players’ development, yet limited research has investigated players’ perceptions of their talent development environments (TDEs). This study focused on academy soccer players’ perceptions of their TDE and compared perceptions across the English soccer academy categorization (CAT) system. A total of 136 U.K.-based male soccer players (Mage = 17.7, SD = 1.03 years) representing all four categories (1 = highest to 4 = lowest) of soccer academies aligned to professional soccer clubs completed the TDE Questionnaire-5 (TDEQ-5). The players within the CAT1 academies had significantly more positive perceptions of their support network (p = .01) and holistic quality preparation (p = .03) than their CAT3 counterparts. Across CAT2–CAT3, holistic quality preparation was the least positively perceived subscale within the TDEQ-5, suggesting the need for additional coach education in this area. Soccer academies should consider how they ensure that all areas of their service are associated with optimal TDEs by offering a well-communicated and holistic development experience for their players to enhance effective personal and player development. The findings may have implications for player experience and associated progression rates of lower categorized soccer academies.

This research outlines how a neophyte sport psychology practitioner (SPP), working alongside a professional football coach, utilised video-analysis feedback within a six-month coach education programme at an elite level professional football club. Video-analysis feedback was primarily utilised to improve the coach's self-awareness in relation to his coaching practice. The intervention was also designed to support the integration of a psychosocial focus within the coaching context. Reflective accounts from both the neophyte SPP and the coach are provided. The reflections provide an insight into the efficacy of the intervention as well as presenting some of the challenges of delivering an intervention, such as this, within a professional football club. The use of video-analysis feedback provided the coach with an opportunity to reflect upon his coaching practice and as a result improve selfawareness of his coaching philosophy, especially in relation to the environment created within the coaching context and relationships developed with players.

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