Introduction The development of soccer-specific competencies in aspiring players is a major challenge for coaches working in a talent development context. In support of coaches` efforts, research examining the effectiveness of practice and coaching approaches is valuable to enrich practical knowledge. However, methodological weaknesses and a sparse focus on talent development in past research restrict practical implications thereof [1]. To further improve the empirical knowledge base, the present study aims to investigate the practice and coaching strategies of experts to facilitate soccer-specific competencies in early-adolescent players. Method Twelve semi-structured interviews with international A- and PRO-licensed coaches and coach educators/developers were conducted. The interviews focused on supportive characteristics of the learning environment and practice tasks as well as strategies to optimally address specified soccer-specific competencies. In this respect, the experts were also asked to provide a rationale for their methodological decisions. A reflexive thematic analysis was conducted to identify thematic patterns across the data [2]. Results Preliminary results reveal the experts consider a safe learning environment that encourages players to collect multifaceted experiences in the game as crucial for learning (theme I). According to the interviewees, coaches should try to develop practice tasks that pursue specific practice goals and stimulate players` problem-solving (theme II). Specifically, simplified game situations that guide players to certain actions were considered conducive for learning. The experts further suggested the learning process may be supported through implicit coaching strategies (e.g., modifications of the rules) as well as periods of explicit reflection to improve players understanding of the game (theme III). Though to a lower extent, individualized technically focused drill practices were considered supportive to address movement-related characteristics of techniques and to improve the players self-efficacy to apply the skills in the game (theme IV). Conclusion Overall, the experts recommended strategies that encourage players` exploration of functional solutions to presented problems. Hereby, the need for various practice and coaching "tools" is considered crucial to allow individualized support. Thus, strategies that were associated with different theoretical frameworks to skill acquisition are considered complementary to promote soccer-specific competencies, depending on the practice goals and the talents` needs.
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