Abstract
ABSTRACT Background Developing understanding, and tactical understanding in particular, is an important goal for coaches in high-level youth sport. Deeper understanding can be associated with metacognition, which in soccer, is suggestive of players who can outwit the opponent by strategising. Although attractive, however, the construct is difficult to operationalise and hence, is seen as a challenging area, albeit a crucial one. Purposes This study tested how one team of under 13–14 academy players’ depth of understanding changed using a mixed methods approach with data collection over 18-months. Methods Players’ (n = 10) experienced a metacognitive coaching method, Digital Video Game Design (DVGD) throughout the study duration. Testing occurred on four occasions using Applied Cognitive Task Analysis (ACTA) to elicit how player thinking when playing evolved, combined with a Game Understanding (GU) comparative rating scale. In parallel, players’ coaches (n = 3) completed quantitative measurement of GU. Quantitative data analysis employed a repeated measures ANOVA whilst. Qualitative analysis of ACTA interviews used a deductive framework focussed on metacognitive skills and strategy. Findings Players’ depth of understanding significantly improved during and post exposure to the metacognitive coaching method. Post the initial intervention, understanding showed further improvements at a steady but not significant rate. Qualitative findings indicated that players’ metacognition became more sophisticated, with a particular improvement in strategising based on team mates and opponent’s capabilities. The most dominant metacognitive skills were planning and problem setting, whilst information gathering was least deployed. Conclusions Results show that young players are capable of rapidly developing metacognitive skills and strategy. Sports should upskill their coach education workforce to enhance their understanding of metacognition and its role within GU.
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