ORIGINAL RESEARCH article
Front. Psychol.
Sec. Performance Science
This article is part of the Research TopicRefining Talent Identification and Development in SportsView all 3 articles
Perceptual-Cognitive Skills in Talent Development Environments: A Survey of Academy Football Coaches in the United Kingdom
Provisionally accepted
- 1Liverpool John Moores University, Liverpool, United Kingdom
- 2Manchester Metropolitan University, Manchester, United Kingdom
- 3University of Lancashire, Preston, United Kingdom
- 4Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
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Perceptual-cognitive skills (PCS) are a strong predictor of future expert performance in football. Theoretical and practical knowledge of PCS are important to inform (de)selection and development decisions. Despite their relevance to player development, limited research has explored how coaches working in talent development environments conceptualise and assess PCS in practice. This study aimed to critically examine perceptions of and engagement with PCS identification and assessment among UK academy coaches. An online survey collected data from 63 academy coaches regarding their understanding and identification of PCS within the age groups they coach. Data indicated agreement between coaches PCS definitions and their importance in player development. However, variations in coaches’ familiarity, confidence, and frequency of PCS identification, alongside differing views on the importance of specific PCS point to potential knowledge and practice gaps. Further research is needed to understand and develop interventions that support coaches in enhancing PCS identification and assessment within this overlooked area of player development.
Keywords: coaching, expert performance, Game intelligence, Scouting, Soccer
Received: 21 Nov 2025; Accepted: 23 Jan 2026.
Copyright: © 2026 Triggs, Causer, McRobert, Reeves and Andrew. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Matthew Andrew
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