Negotiating periodised training programmes in youth soccer development: A social process

Figures & data

Table 1. Copy of the final survey provided to respondents.

1. Age?

2. Gender? (Male, Female, Non-Binary)

3. Number of years’ experience working in football?

4. Highest academic and/or professional qualifications?

5. What is the EPPP status of your club’s youth teams? (Category 1, Category 2, Category 3, Category 4, No Category)

6. Which of the following best describes your current role with the youth teams at your club? (Academy Manager, Coach, Sport Scientist, Strength & Conditioner)

7. Current employment status? (Full-time, Part-time, Fixed-term, Zero-hours contract, Self-employed, Educational Student placement, Volunteer)

8. Number of years’ experience in your current role at the club?

9. Which of the following phases do you currently work with in this role? (Foundation phase, Youth-development phase, Professional development phase, Multiple phases)

10. Which of the following areas of player development are included within your team’s periodised training plan (i.e., the division of training into smaller and more manageable intervals with the goal of coordinating all aspects of training to develop players and manage their performance)? Select all that apply. (Physical, Technical, Tactical, Psychological)

11. I have to interact with a range of other people when designing, implementing and monitoring periodised training programmes for my team. (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)

12. Which other people in the club do you have to work with when designing, implementing, and monitoring periodised training programmes for your team and why?

13. Who tends to make the final decisions about the design, implementation, and monitoring of periodised training programmes and why?

14. How do you try to influence the ideas and practices of others when designing, implementing, and monitoring periodised training programmes and why? Please provide specific examples.

15. Working with other people constrains my preferred approaches when designing, implementing, and monitoring periodised training programmes. (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)

16. How has working with other people constrained your ability to design, implement and monitor your preferred approaches to periodisation? Please provide specific examples.

17. Working with other people facilitates my preferred approaches when designing, implementing, and monitoring periodised training propgrammes. (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)

18. How has working with other people facilitated your ability to design, implement and monitor your preferred approaches to periodisation? Please provide specific examples.

19. Adjustments to planned periodised training programmes regularly occur in response to changing circumstances (e.g., results, availability, weather, etc). (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)

20. What changing circumstances result in adjustments needing to be made to the planned periodised training programme and why? Please provide a specific example for each.

21. With respect to your team/age group, are there any other factors (internal and/or external to the club) which facilitate or constrain the design, implementation, and monitoring of periodised training programmes? Please describe the impact of each.

22. Those courses I have completed adequately prepared me to effectively negotiate the design, implementation, and monitoring of periodisation with others in an applied setting. (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)

23. With reference to specific courses you have completed, please share the extent to which they have adequately prepared you to effectively negotiate the design, implementation, and monitoring of periodisation with others in an applied setting.

24. I believe courses could better prepare practitioners to effectively negotiate the design, implementation, and monitoring of periodisation with others in an applied setting. (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)

25. What key recommendations would you make to better educate practitioners to effectively negotiate the design, implementation, and monitoring of periodised training programmes in an applied setting. Please explain why this approach would be particularly helpful.

Figure 1. Overview of participants’ responses to likert scale questions provided within the online survey.