Learn to perform and perform to learn: A survey about how professional soccer coaches balance planning for learning and performance

This study aimed to explore how professional soccer coaches perceive and manage the balance between short-term performance and long-term learning. A sample of 118 coaches [head-coaches (61%); from Portugal (75%); UEFA-B (47%) or UEFA-A (25%)] from elite and national-level teams participated in a cross-sectional online survey addressing planning strategies across different temporal scales. Topics included long and medium-term planning and short and very short – term programming. Although coaches acknowledged the importance of learning, the planning strategies ended up focusing more on short-term performance, potentially constraining development across the season. The predominant programming models were daily load alternation (50%) and Tactical Periodization (39%). Most coaches (67%) maintained a consistent microcycle structure throughout the season. The microcycle structure was deeply associated with the specific contents in terms of their nature and demands, with contents strongly linked to specific training days within the microcycle. This rigid approach may stereotype training processes and negatively impact long-term learning opportunities. We suggest coaches adopt context-sensitive methodologies that attempt to balance immediate match demands with long-term team and player learning and development. We hope this study contributes to an evidence-informed dialogue between coaches and scientists to better harmonize immediate success and sustainable player development in professional soccer.