Author(s): ANDREW, M., BARRACLOUGH, S., BRITTON, I., MCROBERT, A.P., Institution: MANCHESTER METROPOLITAN UNIVERSITY, Country: UNITED KINGDOM, Abstract-ID: 382

Introduction
Understanding in game coaching behaviours is critical for advancing knowledge of how coaches facilitate learning and performance in competitive environments. While research on youth soccer coaching has increased, most work has focused on practice, the behaviours of coaches during competitive scenarios remains understudied, particularly within the uniquely complex landscape of youth soccer in the United States that is characterised by multiple competing league platforms and non linear talent pathways. In the present study, we examined both the in-game behaviours of youth soccer coaches in the United States, and the reasoning behind their use.

Methods
Five youth soccer coaches from a single youth soccer club in the United States participated and were recorded during 3 competitive matches each. Systematic observations of eleven behaviours were conducted and analysed using a modified version of the Arizona State University Observation Instrument. Following observations semi-structured interviews with each coach explored the cognitive and contextual factors that influenced their behaviours.

Results
Coaches’ behaviours displayed a clear pattern characterised by extended periods of silence (34.7%, RPM = 5.49), used deliberately to observe play, assess decision making, and allow players space to problem solve independently. These silent intervals were interspersed by brief, purposeful instructional episodes with concurrent verbal instruction used most frequently (8.0%, RPM = 1.27), followed by post (3.9%, RPM = 0.62) and pre instruction (3.1%, RPM = 0.49). Supportive communication also featured prominently with high amounts of praise (11.5%, RPM = 1.82) and hustle (6.8%, RPM = 1.07), while scolding remained minimal (1.4%, RPM = 0.22). Frequent use of first names (19.4%) personalised coach behaviours. Overall, these behaviour profiles aligned with three core intentions: developing performance, offering support, and acting in line with the coach’s developmental philosophy.

Conclusion
Coaches demonstrate a deliberate and reflective pattern of in game behaviour shaped by their broader intentions, philosophies, and contextual demands. This study provides contemporary insight into coaching behaviours, extending existing knowledge by examining these processes within the distinctive context of youth soccer in the United States. It also examines these processes within youth soccer in the United States for the first time, offering practical implications for coaching and coach education.