Abstract:
Talent research in soccer has advanced our understanding of a broad range of performance factors that can serve as predictors of players’ future success. As many of these performance factors underpin action competence in soccer, this knowledge not only supports practitioners in identifying talented players but also provides valuable insights into which attributes should be particularly developed in youth soccer. A core element in fostering players’ action competence is the learning support provided within talent development environments (TDEs). While various coaching strategies are commonly used in practice to facilitate player learning, there are limited scientific insights into how coaches can most effectively target respective competencies in TDEs. Therefore, this dissertation aims to advance the scientific knowledge base on how the acquisition of action competence in youth soccer players can be effectively reinforced in TDEs. This research objective is addressed through seven empirical studies structured around two research foci: (1) Learning-Supportive Coaching (Studies 1-3) and (2) Learning-Oriented Assessment (Studies 4-7). With regard to learning-supportive coaching, a systematic review of intervention research and a qualitative expert interview study provide a better understanding of the complementary benefits of different coaching strategies. Based on these findings, specific coaching recommendations were developed and transferred into the German Football Association’s Talent Development Program via a coach education initiative. Although the initiative was generally evaluated positively, some coaches reported difficulties in applying the recommended strategies, particularly in tailoring their use to players’ individual strengths and weaknesses. This challenge highlights the importance of the second research focus, which evolves around the psychometric evaluation of three test instruments that may function as learning-oriented assessments, particularly as assessment for learning. The studies reveal distinct strengths and limitations of these instruments in generating meaningful insights into players’ skills and competencies that can inform coaches’ work with players (e.g., tailoring their learning support). Overall, this dissertation contributes to a deeper understanding of how learning-supportive coaching and learning-oriented assessments can jointly support the development of soccer talent.
Diagnostic