Abstract
Utilizing data gathered from over 20 action research workshops involving over 350 participants with clubs in the UK and Ireland, this paper examines how coaching pedagogy facilitates the development of young soccer players in general and their perceptual cognitive skills in particular. This paper argues that in order to enhance player learning, coaches and managers would benefit from an understanding of the many theoretical frameworks underpinning the process of learning. This pedagogical knowledge assists in understanding how specific practices such as critical thinking, reflection, questioning and feedback facilitates the enhancement of player learning and in the assessment and development of perceptual cognitive skills. The value of this paper lies in its potential to stimulate debate, discussion and sensitize Irish coaches and managers, at all levels, to the way in which they, and their players, learn and to stimulate a critical evaluation and reflection of their current coaching and management practices.
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