Applying an individualized psychosocial skills and characteristics development programme into an English male professional soccer academy

Although psychosocial skills and characteristics (PSCs) drive development in soccer academies limited research exists documenting processes of applying PSC assessment and development. This study aimed to explore effectiveness of a PSC programme applied in a Category 3 soccer academy with nine volunteer U13 players (age 12.63 ± 0.18 years). The lead researcher co-created the programme alongside coaches (n = 2). Data were gathered pre- and post-intervention using the psychological characteristics of developing excellence questionnaire version 2 (PCDEQ2) and performance profiles. Changes in PSCs were analyzed using paired samples t-tests (Cohen’s d effect size determined magnitude of change). For PCDEQ2 scores, small effects were noted for self-directed control and management (p = 0.11, d = 0.31) and active coping (p = 0.17, d = 0.27). Imagery and active preparation (p = 0.18, d = −0.42), perfectionistic tendencies (p = 0.05, d = −0.43). Seeking and using social support (p = 0.27, d = −0.22) showed negative small effects. For performance profile scores, medium effects were observed on emotional control (p = 0.05, d = 0.76), self-awareness (p = 0.00, d = 0.52), and good learner (p = 0.02, d = 0.47). Medium negative effects were observed for commitment (p = 0.04, d = −0.56), and concentration (p = 0.02, d = −0.79). Main findings were that a 21-week PSC programme had positive and negative effects on player PSCs, which maybe enhanced through a carefully designed programme. Future research should explore effectiveness of different approaches to embedding PSC programmes into soccer academies.