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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. [ABSTRACT FROM AUTHOR]

This study explored UK female football players' perceptions of their talent development environments using the Talent Development Environment Questionnaire. Participants were 137 UK-based female football players (Mage = 16.06, SD = 1.90) from Football Association Girls' Centres of Excellence and Football Association Women's Super League Development Squads. Players had most positive perceptions of long-term development focus and support network, whereas the least positive perceptions were of communication and understanding the athlete. Sport psychologists could offer significant support in (a) planning for football-specific development and career progression, (b) communication with key social agents, and (c) holistic player development and well-being. [ABSTRACT FROM AUTHOR]

Objectives The purpose of this study was to examine career experiences of UK-based female youth soccer players from a holistic perspective with a view to producing a grounded theory of factors contributing to career/talent development and transitions in UK youth female soccer. Methodology A Grounded Theory methodology (Corbin & Strauss, 2008) was used. Negative case (Denzin, 1989) former female soccer players (N = 13), their best friend (N = 13), soccer coaches (N = 4), and teachers (N = 8) took part in semi-structured interviews about factors associated with talent development and career transitions in female youth soccer. Results Multiple social agents (players, team-mates, peers, teachers, parents and siblings) need to optimally interact to ensure that an optimal talent development and learning environment is created. This will provide a supportive holistic talent development environment, lead to adaptive player-level changes, and a greater chance of successful athletic and dual career development. Conclusions This study presents a rich understanding of the dual careers of players who did not make it in female soccer. By considering their perspectives alongside of a range of important social agents, we have been able to construct a substantive grounded theory of factors contributing to career/talent development and transitions in UK youth female soccer. As a result, these findings may contribute to policy and practice development in UK female youth soccer. [ABSTRACT FROM AUTHOR]