Athlete perceptions of playing-up in youth soccer

Abstract

A common practice in sport is to play-up youth athletes who are highly skilled against chronologically older peers. However, the potential effects of playing-up on youth’s athletic and personal development have not been explored. Therefore, the purpose of this study was to investigate athletes’ perceptions of how playing-up may have influenced their sport-specific skill and psychosocial development. Seventeen athletes from four soccer clubs in Ontario, Canada, participated in semi-structured interviews where they described their playing-up experiences. An inductive thematic analysis was performed to capture athletes’ perceptions of playing-up and the ways in which it may have affected their development. Results showed that athletes perceived playing-up to involve a balance between two high-order themes: (a) challenge and (b) progress. Regarding challenge, athletes struggled most to cope with the intensity of practices and games and to fit in socially with older peers. Regarding progress, athletes felt most rewarded when they received recognition for their talent, experienced success, and had opportunities to develop expertise. Athletes also commented that their teammates and coaches played a pivotal role in facilitating their sport-specific skill and psychosocial development. Practical applications for sport practitioners are proposed and avenues for further research are identified.

Lay summary: This study explored athletes’ perceptions of playing-up at higher age levels. Playing-up was challenging because it required athletes to cope with high-intensity competition and fit in with older peers. Playing-up was also rewarding for athletes who received recognition for their skill, succeeded against older peers, and developed expertise.

IMPLICATIONS FOR PRACTICE

• Athletes were more likely to integrate socially within an older team when teammates introduced themselves and included them in sport and social activities.

• Constructive feedback from coaches that included clear strategies for improvement facilitated mutual trust and respect with athletes who played-up.

• Athletes who had opportunities to demonstrate their skill and share tactical knowledge with teammates perceived less challenge in proving themselves within an older team.

Acknowledgments

The research team would like to thank all of the athletes, parents, coaches, and administrative staff who helped with participant recruitment and data collection for this study.

Additional information

Funding

This research was supported by an Insight Grant from the Social Sciences and Humanities Research Council of Canada [SSHRC Grant # 435-2014-0038].