Psychosocial skills and characteristics (PSCs) are believed to be the key drivers in realising development of potential in soccer academies (Till and Baker, 2020, Frontiers in Psychology 11, 1664-1078). The aim of this study was to explore the effectiveness of an individualised 21-week PSC development program in a male Category 3 soccer academy based on previous research (Mitchell, Cowburn, Piggott, Littlewood, Cook, and Till, 2022, Sport Psychologist, 36(2), 1-42; Mitchell, Cowburn, Alder, Till, Littlewood, Cook, and Piggott, 2024, International Sport Coaching Journal, (Ahead of Print), 1-13). Ethical approval was granted from the University of Central Lancashire`s institutional ethics committee (BAHSS2 0305). Nine players (age 12.63 ± 0.18 years) from the U13 squad volunteered to participate in the study. An action research methodology was used (Lewin, 1946, Journal of Social Issues 2, 34-46) whereby the lead researcher was embedded within the academy to plan, implement, and review the PSC development programme in accordance with academy coaches (n = 2). Data were gathered pre- and post PSC intervention using the psychological characteristics of developing excellence questionnaire version 2 (PCDEQ2) (Hill, MacNamara and Collins, 2019, European Journal of Sport Science, 19(4), 517-528) and performance profiles (Butler and Hardy, 1992, The Sport Psychologist, 6, 253-264). Changes in player PSCs were analysed using paired samples t-tests with Cohen`s d effect size used to determine the magnitude of change. For PCDEQ2 scores, small positive effects were noted for self-directed control and management (d = 0.31) and active coping (d = 0.27). Imagery and active preparation (d = -0.42), perfectionistic tendencies (d = -0.43) and seeking and using social support (d = -0.22) showed negative small effects. For the performance profile scores, moderate positive effects were observed on emotional control (d = 0.76), self-awareness (d = 0.52), and being a good learner (d = 0.47). Moderate negative effects were observed for commitment (d = -0.56), and concen tration (d = -0.79). In conclusion, a 21-week PSC development programme embedded within a Category 3 soccer academy had both small-to-moderate positive and negative effects on player PSCs. Further research is needed to explore effectiveness of approaches for delivering PSCs in soccer academy environ ments in conjunction with academy coaches.
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