Examining the Development Environments of Elite English Football Academies: The Players' Perspective
By Andrew Mills, Joanne Butt, I. Maynard, C. Harwood. 2014
89 citations recorded by the source corpus.
As a preliminary investigation, we examined elite youth football academy players' perceptions of the quality of their development environment, at a crucial stage in their progression to the professional level. With institutional ethics approval, the Talent Development Environment Questionnaire (TDEQ) [1] was used to survey 50 elite players aged 16–18 (m 17.1, ± s = 0.6 years) recruited from the academies of Premier League and Championship clubs in England. Overall, the results suggest that elite player development environments are perceived to be of a good quality. However, while academies appeared strong in areas related to coaching, organisation, and sport-related support; they were somewhat deficient in areas related to athlete understanding, links to senior progression, and key stakeholder relationships. In addition to the importance of establishing well-integrated youth and senior teams and positive working relationships with parents; the findings underline the necessity for academies to pay close attention to the psychosocial environments they create for developing players. Theoretical considerations and applied implications for those involved in elite player development are discussed.
Subfields: Developmental and Educational Psychology, Orthopedics and Sports Medicine, Social Psychology
View Paper: https://www.semanticscholar.org/paper/7ac7a8c5d6b4b7209fbd272617bd472eebd8c076
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In Developmental and Educational Psychology
In Orthopedics and Sports Medicine
In Social Psychology
Citations in the corpus
- Psychosocial factors associated with talent development in football: A systematic review (2017, background): “…TDEs in football (e.g., Mills et al., 2014b) and, 7 despite the cited perceived qualities of successful TDEs, player level evidence suggests that male 8 and female football TDEs do not always demonstrate these qualities (e.g., Gledhill & Harwood, 9 2015; Larsen et al., 2012; Mills et al., 2014b).”