The Relationship Between Psychological Preparation and Performance Indicators in U13–U14 Youth Soccer Players

The Relationship Between Psychological Preparation and Performance Indicators in U13–U14 Youth Soccer Players | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Relationship Between Psychological Preparation and Performance Indicators in U13–U14 Youth Soccer Players Yusif Valiyev, Seymur Aliyev, Avaz Tagiyev, David Dadashov This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8821614/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Psychological preparation plays a crucial role in youth soccer performance, particularly during early adolescence when players experience rapid physical, cognitive, and emotional development. This study aimed to examine the relationship between psychological preparation variables and performance indicators in U13–U14 youth soccer players. A cross-sectional correlational design was employed with 40 male players from Araz Nakhchivan Football Club. Psychological variables, including self-confidence, motivation, attentional focus, and competitive anxiety, were assessed using standardized youth-appropriate questionnaires. Player performance was evaluated through a combination of objective physical tests (20 m sprint and Illinois agility test) and structured coach-rated performance assessments. Pearson correlation and multiple regression analyses were conducted. The results showed that self-confidence, motivation, and attentional focus were positively associated with performance indicators, whereas competitive anxiety was negatively related to performance. These results highlight the importance of integrating psychological preparation strategies into youth soccer training programs to enhance performance and long-term player development. youth soccer psychological preparation self-confidence motivation competitive anxiety performance 1. Introduction Soccer performance is a complex and multidimensional phenomenon determined by the interaction of physical, technical, tactical, and psychological factors. While physical conditioning and technical skill development have traditionally been emphasized in youth soccer training programs, contemporary research increasingly highlights the critical role of psychological preparation in shaping athletic performance. Psychological characteristics such as self-confidence, motivation, attentional focus, and the ability to regulate competitive anxiety are now recognized as key determinants of consistent and effective performance across training and competition contexts. During early adolescence, particularly in the U13–U14 age category, young athletes undergo rapid biological, cognitive, and emotional development. This developmental stage is often accompanied by heightened sensitivity to external evaluation, increased performance expectations, and fluctuating self-perceptions. As a result, psychological readiness becomes particularly influential in shaping how young soccer players respond to training demands, competitive pressure, and coach feedback. Players with higher levels of psychological preparedness are generally better equipped to maintain concentration, make effective decisions, and demonstrate resilience in challenging performance situations. Self-confidence has been identified as one of the most influential psychological factors in sport performance. Athletes with higher self-confidence tend to display greater persistence, enhanced focus, and improved execution of technical and tactical skills. In contrast, low self-confidence may lead to hesitation, avoidance of challenging situations, and reduced performance efficiency. In youth soccer, self-confidence is closely linked to perceived competence, coach feedback, and previous performance experiences, making it a particularly dynamic construct during early adolescence. Motivation represents another fundamental component of psychological preparation in youth sport. According to self-determination theory, intrinsically motivated athletes are more likely to demonstrate sustained engagement, effort, and enjoyment in sport participation. In soccer training environments, motivated players typically show higher levels of training attendance, effort intensity, and willingness to learn. Conversely, reduced motivation may negatively affect training quality and long-term athlete development. Understanding the relationship between motivation and performance outcomes in youth soccer is therefore essential for designing effective training programs. Attentional focus and concentration are also critical psychological skills for soccer performance. Soccer is characterized by rapidly changing situations that require players to process information, anticipate opponents’ actions, and make quick decisions under time pressure. Inadequate attentional control may result in delayed reactions, poor positioning, and tactical errors. For U13–U14 players, developing the ability to maintain focus during training and matches is particularly challenging due to cognitive maturation processes and environmental distractions. Competitive anxiety is another psychological factor that may influence youth soccer performance. While a certain level of arousal can facilitate performance, excessive anxiety has been associated with impaired decision-making, reduced motor coordination, and decreased performance consistency. Young athletes who struggle to manage competitive anxiety may experience difficulties in high-pressure situations, such as matches or performance evaluations. Research suggests that anxiety-related responses can vary considerably among youth athletes, highlighting the need for context-specific investigation. Despite growing interest in sport psychology, much of the existing research has focused on adult, elite, or professional athletes. Fewer studies have examined psychological preparation among early adolescent soccer players, particularly in developing football contexts. Moreover, many youth soccer programs continue to prioritize physical and technical development, with limited systematic integration of psychological training components. This lack of empirical evidence limits coaches' and practitioners' ability to implement evidence-based psychological strategies tailored to young players’ developmental needs. Additionally, previous studies have often relied on single-method approaches to assess performance, such as either objective physical tests or subjective evaluations. However, youth soccer performance is best understood through a combination of objective indicators and ecologically valid assessments, such as coach-rated performance evaluations. Integrating multiple performance measures provides a more comprehensive understanding of how psychological factors relate to actual performance behaviors in real training and competition environments. Despite the growing body of research on psychological factors in sport, limited empirical evidence exists regarding the combined relationship between psychological preparation and both objective and coach-rated performance indicators in early adolescent soccer players. In particular, few studies have focused on the U13–U14 age group, a critical developmental stage characterized by rapid psychological and cognitive changes. Addressing this gap may contribute to a more developmentally sensitive understanding of performance determinants in youth soccer. Given these considerations, further research is warranted to examine the relationship between psychological preparation and performance indicators in U13–U14 youth soccer players. Understanding which psychological variables are most strongly associated with performance can inform the design of holistic training programs that address both physical and mental aspects of player development. Therefore, the purpose of this study was to investigate the relationships between psychological preparation variables—specifically self-confidence, motivation, attentional focus, and competitive anxiety—and performance indicators in U13–U14 youth soccer players. It was hypothesized that higher levels of self-confidence, motivation, and attentional focus would be positively associated with performance outcomes, whereas competitive anxiety would be negatively associated with performance. 2. Methods 2.1 Research Design This study employed a cross-sectional correlational design to examine relationships between psychological preparation variables and performance indicators among youth soccer players. A correlational approach was considered appropriate because the primary objective was to identify associations between psychological factors and performance outcomes rather than to establish causal effects through an intervention. This design is commonly used in youth sport and sport psychology research and allows for the examination of naturally occurring differences among players within an ecologically valid training environment. The study was conducted during the competitive season, ensuring that psychological states and performance indicators reflected real training and match conditions. Data collection was carried out within the club's regular training schedule to minimize disruption and maintain the authenticity of the performance behaviors. 2.2 Participants The sample consisted of 40 male youth soccer players aged 13 –14 from Araz Nakhchivan Football Club . Participants had a mean age of 13.6 ± 0.5 years and at least 1 year of organized soccer training experience . All players were actively involved in structured training programs, with at least 3 training sessions per week , in addition to regular competitive matches. Inclusion criteria were: (a) registration with the club for the current season, (b) regular participation in training sessions, and (c) absence of injuries or medical conditions that could affect physical performance during the data collection period. Exclusion criteria included recent musculoskeletal injuries (within the last three months), illness at the time of testing, or incomplete questionnaire responses. Prior to participation, written informed consent was obtained from parents or legal guardians, and verbal assent was obtained from all players. Permission to conduct the study was granted by the club administration. Participation was voluntary, and players were informed of their right to withdraw from the study at any time without consequences. 2.3 Psychological Measures Psychological preparation was assessed using standardized, youth-appropriate self-report questionnaires administered in a quiet environment before training sessions. Self-confidence and Competitive Anxiety were measured using the Competitive State Anxiety Inventory-2 Revised (CSAI-2R) . The instrument includes subscales assessing cognitive anxiety, somatic anxiety, and self-confidence. Participants responded on a Likert-type scale, with higher scores indicating greater levels of the respective constructs. Motivation : Sport motivation was assessed using a short-form motivation questionnaire adapted for youth athletes, measuring intrinsic motivation and general engagement in soccer training and competition. Attentional Focus : Attentional control was evaluated using a brief questionnaire designed for adolescent athletes, focusing on the ability to maintain concentration during training and matches. All questionnaires demonstrated acceptable internal consistency in previous youth sport research and required approximately 15 minutes to complete. In the present study, internal consistency reliability was assessed using Cronbach’s alpha coefficients. The alpha values ranged from 0.72 to 0.86 across the psychological scales, indicating acceptable to good reliability for use with early adolescent athletes. 2.4 Performance Assessment Player performance was evaluated using a combined assessment model that integrated objective physical performance tests with subjective coach-rated indicators to enhance ecological validity. 2.4.1 Physical Performance Tests 20 m Sprint Test : Linear sprint speed was assessed over a 20-meter distance using standard timing procedures. Each player performed two maximal trials following a standardized warm-up, with the best time recorded for analysis. Illinois Agility Test : Change-of-direction ability and agility were assessed using the Illinois Agility Test. Players completed the test according to standardized protocols, and completion time was recorded in seconds. 2.4.2 Coach-Rated Performance The head coach evaluated each player’s performance using a structured coach-rating scale ranging from 1 (very low) to 5 (very high) across four domains: (a) decision-making, (b) concentration during training and matches, (c) work rate and effort, and (d) game discipline. The mean score across these domains was calculated to obtain an overall coach-rated performance index. To minimize potential subjective bias, the coach had more than 10 years of coaching experience in youth soccer and applied predefined evaluation criteria consistently across all players. 2.5 Procedure Data collection was conducted over a two-week period . Psychological questionnaires were administered prior to training sessions to avoid fatigue effects. Physical performance tests were conducted after a standardized warm-up under similar environmental conditions. Coach ratings were based on systematic observations during regular training sessions and competitive matches within the same period. 2.6 Statistical Analysis Statistical analyses were performed using SPSS software . Descriptive statistics (mean ± standard deviation) were calculated for all psychological and performance variables. Pearson correlation coefficients were used to examine relationships between psychological preparation variables and performance indicators. Multiple regression analysis was conducted to identify which psychological variables significantly predicted overall performance outcomes. Statistical significance was set at p < 0.05 . Assumptions of normality and multicollinearity were examined prior to regression analysis and were met. Effect sizes were interpreted to assess the practical significance of the observed relationships. 2.7 Ethical Considerations The study was approved by the Ethics Committee of Nakhchivan State University (Approval No: 2024/PE/017, March 2024). All procedures were conducted in accordance with the principles of the Declaration of Helsinki. Written informed consent was obtained from parents or legal guardians, and participant anonymity and confidentiality were ensured throughout the study. 3. Results Descriptive statistics for psychological preparation variables and performance indicators are presented as mean values and standard deviations. The results indicated moderate to high levels of self-confidence, motivation, and attentional focus among the participants, while competitive anxiety scores showed greater variability across players. 3.1 Descriptive Statistics The mean self-confidence score was 3.82 ± 0.54, while motivation demonstrated a mean value of 4.01 ± 0.47. Attentional focus scores averaged 3.75 ± 0.50, whereas competitive anxiety scores averaged 2.91 ± 0.63. Regarding physical performance, the mean time for the 20 m sprint test was 3.45 ± 0.21 s, and the mean completion time for the Illinois agility test was 17.62 ± 0.74 s. The overall coach-rated performance index showed a mean score of 3.86 ± 0.49 on the 5-point scale. 3.2 Correlation Analysis Pearson correlation analysis revealed significant relationships between several psychological variables and performance indicators. Self-confidence demonstrated a significant positive correlation with coach-rated performance (r = 0.52, p < 0.01), 20 m sprint performance (r = − 0.41, p < 0.01), and Illinois agility test results (r = − 0.38, p < 0.05). Motivation was positively correlated with coach-rated performance (r = 0.47, p < 0.01) and attentional focus (r = 0.55, p < 0.01). A weaker but statistically significant negative correlation was observed between motivation and 20 m sprint time (r = − 0.29, p < 0.05). Attentional focus showed significant positive correlations with coach-rated performance (r = 0.49, p < 0.01) and significant negative correlations with agility test performance (r = − 0.36, p < 0.05). In contrast, competitive anxiety demonstrated significant negative correlations with coach-rated performance (r = − 0.44, p < 0.01), attentional focus (r = − 0.46, p < 0.01), and motivation (r = − 0.33, p 0.05). 3.3 Multiple Regression Analysis A multiple regression analysis was conducted to determine the predictive value of psychological variables on overall performance (coach-rated performance index). The regression model was statistically significant (F(4,35) = 7.12, p < 0.001) and explained 44% of the variance in performance outcomes (R² = 0.44). Within the model, self-confidence (β = 0.36, p < 0.01) and attentional focus (β = 0.31, p 0.05) and competitive anxiety (β = − 0.17, p > 0.05) did not reach statistical significance as independent predictors in the regression model. The observed effect sizes suggest that the identified relationships are not only statistically significant but also practically meaningful within applied youth soccer settings. Discussion The purpose of this study was to examine the relationship between psychological preparation variables and performance indicators in U13–U14 youth soccer players. The results demonstrated that psychological factors, particularly self-confidence and attentional focus, were significantly associated with both objective physical performance measures and coach-rated performance outcomes. These findings reinforce the growing body of evidence emphasizing the importance of psychological readiness in youth sport performance. One of the key findings of this study was the strong positive association between self-confidence and overall performance. Players with higher self-confidence achieved higher coach-rated performance scores and demonstrated superior sprint and agility performance. This finding aligns with established sport psychology literature, which suggests that self-confidence enhances task engagement, decision-making efficiency, and execution of motor skills. In early adolescence, self-confidence is closely tied to perceived competence and external feedback, particularly from coaches. Therefore, players who believe in their abilities may be more willing to take initiative during play, remain composed under pressure, and sustain effort throughout training and competition. Attentional focus also emerged as a significant correlate and predictor of performance. Players with higher attentional control displayed better agility performance and received higher coach ratings. Soccer is a dynamic, open-skill sport that requires continuous information processing, rapid perception–action coupling, and sustained concentration. In U13–U14 players, attentional capacities are still developing, which may explain the variability observed in performance outcomes. The present findings suggest that the ability to maintain focus during training and matches plays a crucial role in performance consistency at this developmental stage. Motivation was positively correlated with performance indicators but did not emerge as a significant independent predictor in the regression model. This result may indicate that while motivation contributes to engagement and effort, its influence on observable performance outcomes may be partially mediated by other psychological factors such as self-confidence and attentional focus. Motivated players may attend training more consistently and display higher effort levels, but without adequate confidence and concentration, this motivation may not fully translate into improved performance outcomes. This finding highlights the multifaceted nature of psychological preparation in youth soccer. This observation suggests that motivation alone may be insufficient to enhance performance outcomes unless supported by adequate self-confidence and attentional regulation skills. Competitive anxiety demonstrated a negative association with coach-rated performance and attentional focus, supporting previous research indicating that elevated anxiety levels can impair cognitive functioning and performance execution. Excessive anxiety may disrupt attentional control, increase self-doubt, and negatively affect decision-making processes. In early adolescent athletes, limited experience with competitive environments and heightened sensitivity to evaluation may exacerbate anxiety responses. The absence of a significant relationship between anxiety and sprint performance suggests that anxiety may have a stronger impact on cognitively demanding tasks rather than purely physical actions. This finding underscores the importance of psychological regulation strategies aimed at managing anxiety-related cognitive demands in youth soccer players. The regression analysis further indicated that self-confidence and attentional focus were the strongest psychological predictors of performance. Together, these variables accounted for a substantial proportion of variance in performance outcomes, underscoring their central role in youth soccer performance. This finding has important implications for coaching practice, as it suggests that psychological preparation should not be treated as an auxiliary component of training but rather as an integral element of player development. The combined use of objective physical tests and coach-rated performance assessments strengthened the ecological validity of the study. Physical tests provided standardized measures of speed and agility, while coach ratings captured context-specific performance behaviors such as decision-making, effort, and discipline. This multidimensional approach offers a more comprehensive understanding of performance in youth soccer and reflects real-world evaluation processes used in training and competition environments. From a developmental perspective, the findings highlight the importance of addressing psychological preparation during early adolescence. U13–U14 players are transitioning from playful participation to more structured, competitive involvement in sport. At this stage, psychological skills such as confidence regulation, attentional control, and anxiety management may significantly influence both short-term performance and long-term sport engagement. Integrating age-appropriate psychological strategies into training programs may therefore contribute to more positive performance experiences and reduce the risk of dropout. Despite the study's strengths, certain limitations should be acknowledged. The cross-sectional design limits causal interpretations, and future research should employ longitudinal or experimental designs to examine the effects of psychological skills training interventions over time. Additionally, the reliance on self-report questionnaires may introduce response bias, particularly in younger athletes. Expanding future studies to include observational or qualitative methods could provide further insight into the psychological processes underlying performance. In summary, the present study provides evidence that psychological preparation, especially self-confidence and attentional focus, is closely linked to performance in U13–U14 youth soccer players. These findings support the inclusion of structured psychological components within youth soccer training programs and contribute to the growing literature advocating for holistic approaches to athlete development. Conclusions This study examined the relationship between psychological preparation and performance indicators in U13–U14 youth soccer players. The findings demonstrated that psychological factors are closely associated with both objective and subjective performance outcomes in early adolescent soccer players. In particular, self-confidence and attentional focus emerged as the most influential psychological variables related to performance, while competitive anxiety showed a negative association with performance indicators. The results suggest that youth soccer players with higher levels of self-confidence and better attentional control tend to perform more effectively during training and competition. Although motivation was positively related to performance measures, its predictive value was less pronounced when considered alongside other psychological variables. These findings highlight the multifactorial nature of psychological preparation and its role in shaping performance outcomes in youth sport. From a practical perspective, the study underscores the importance of integrating psychological preparation strategies into youth soccer training programs. Coaches and practitioners should consider incorporating age-appropriate methods to enhance self-confidence, improve attentional focus, and manage competitive anxiety. Addressing these psychological components during early adolescence may not only improve short-term performance but also foster positive long-term athlete development. These findings emphasize the necessity of age-specific psychological interventions that align with the developmental characteristics of early adolescent soccer players. Overall, the present findings support a holistic approach to youth soccer training, emphasizing the combined development of psychological, physical, and technical capacities to optimize performance and foster sustainable player progression. Practical Implications The findings of this study provide several practical implications for youth soccer coaches and practitioners working with U13–U14 players. Psychological preparation should be systematically integrated into regular training sessions rather than treated as an optional or supplementary component. Coaches are encouraged to implement simple, age-appropriate strategies to enhance self-confidence, such as positive feedback, achievable goal-setting, and supportive communication. Training activities should also be designed to promote attentional focus through game-based drills that require decision-making under time pressure. In addition, basic anxiety-management techniques, including breathing exercises and pre-performance routines, may help young players regulate competitive anxiety during training and matches. By incorporating psychological skills alongside physical and technical development, youth soccer programs can create more effective and supportive learning environments, ultimately contributing to improved performance and long-term athlete development. Declarations Funding The authors received no financial support for the research, authorship, and/or publication of this article. Author Contribution YV and SA conceptualized the study and designed the research methodology. SA coordinated the data collection process and performed the statistical analysis. AT contributed to data interpretation and drafting of the methods and results sections. DD assisted with literature review and preparation of tables. All authors contributed to manuscript revision, read, and approved the final version of the manuscript. References American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA. Anderson, A. G., Miles, A., Mahoney, C., & Robinson, P. (2002). Evaluating the relationship between anxiety and performance in competitive sport. Journal of Sports Sciences , 20 (6), 469–477. Bandura, A. (1997). Self-efficacy: The exercise of control . Freeman. Cox, R. H. (2012). Sport psychology: Concepts and applications (7th ed.). McGraw-Hill. Craft, L. L., Magyar, T. M., Becker, B. J., & Feltz, D. L. (2003). The relationship between the Competitive State Anxiety Inventory-2 and sport performance: A meta-analysis. Journal of Sport and Exercise Psychology , 25 (1), 44–65. Deci, E. L., & Ryan, R. M. (2000). 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Introduction","content":"\u003cp\u003eSoccer performance is a complex and multidimensional phenomenon determined by the interaction of physical, technical, tactical, and psychological factors. While physical conditioning and technical skill development have traditionally been emphasized in youth soccer training programs, contemporary research increasingly highlights the critical role of psychological preparation in shaping athletic performance. Psychological characteristics such as self-confidence, motivation, attentional focus, and the ability to regulate competitive anxiety are now recognized as key determinants of consistent and effective performance across training and competition contexts.\u003c/p\u003e \u003cp\u003eDuring early adolescence, particularly in the U13\u0026ndash;U14 age category, young athletes undergo rapid biological, cognitive, and emotional development. This developmental stage is often accompanied by heightened sensitivity to external evaluation, increased performance expectations, and fluctuating self-perceptions. As a result, psychological readiness becomes particularly influential in shaping how young soccer players respond to training demands, competitive pressure, and coach feedback. Players with higher levels of psychological preparedness are generally better equipped to maintain concentration, make effective decisions, and demonstrate resilience in challenging performance situations.\u003c/p\u003e \u003cp\u003eSelf-confidence has been identified as one of the most influential psychological factors in sport performance. Athletes with higher self-confidence tend to display greater persistence, enhanced focus, and improved execution of technical and tactical skills. In contrast, low self-confidence may lead to hesitation, avoidance of challenging situations, and reduced performance efficiency. In youth soccer, self-confidence is closely linked to perceived competence, coach feedback, and previous performance experiences, making it a particularly dynamic construct during early adolescence.\u003c/p\u003e \u003cp\u003eMotivation represents another fundamental component of psychological preparation in youth sport. According to self-determination theory, intrinsically motivated athletes are more likely to demonstrate sustained engagement, effort, and enjoyment in sport participation. In soccer training environments, motivated players typically show higher levels of training attendance, effort intensity, and willingness to learn. Conversely, reduced motivation may negatively affect training quality and long-term athlete development. Understanding the relationship between motivation and performance outcomes in youth soccer is therefore essential for designing effective training programs.\u003c/p\u003e \u003cp\u003eAttentional focus and concentration are also critical psychological skills for soccer performance. Soccer is characterized by rapidly changing situations that require players to process information, anticipate opponents\u0026rsquo; actions, and make quick decisions under time pressure. Inadequate attentional control may result in delayed reactions, poor positioning, and tactical errors. For U13\u0026ndash;U14 players, developing the ability to maintain focus during training and matches is particularly challenging due to cognitive maturation processes and environmental distractions.\u003c/p\u003e \u003cp\u003eCompetitive anxiety is another psychological factor that may influence youth soccer performance. While a certain level of arousal can facilitate performance, excessive anxiety has been associated with impaired decision-making, reduced motor coordination, and decreased performance consistency. Young athletes who struggle to manage competitive anxiety may experience difficulties in high-pressure situations, such as matches or performance evaluations. Research suggests that anxiety-related responses can vary considerably among youth athletes, highlighting the need for context-specific investigation.\u003c/p\u003e \u003cp\u003eDespite growing interest in sport psychology, much of the existing research has focused on adult, elite, or professional athletes. Fewer studies have examined psychological preparation among early adolescent soccer players, particularly in developing football contexts. Moreover, many youth soccer programs continue to prioritize physical and technical development, with limited systematic integration of psychological training components. This lack of empirical evidence limits coaches' and practitioners' ability to implement evidence-based psychological strategies tailored to young players\u0026rsquo; developmental needs.\u003c/p\u003e \u003cp\u003eAdditionally, previous studies have often relied on single-method approaches to assess performance, such as either objective physical tests or subjective evaluations. However, youth soccer performance is best understood through a combination of objective indicators and ecologically valid assessments, such as coach-rated performance evaluations. Integrating multiple performance measures provides a more comprehensive understanding of how psychological factors relate to actual performance behaviors in real training and competition environments. Despite the growing body of research on psychological factors in sport, limited empirical evidence exists regarding the combined relationship between psychological preparation and both objective and coach-rated performance indicators in early adolescent soccer players. In particular, few studies have focused on the U13\u0026ndash;U14 age group, a critical developmental stage characterized by rapid psychological and cognitive changes. Addressing this gap may contribute to a more developmentally sensitive understanding of performance determinants in youth soccer.\u003c/p\u003e \u003cp\u003eGiven these considerations, further research is warranted to examine the relationship between psychological preparation and performance indicators in U13\u0026ndash;U14 youth soccer players. Understanding which psychological variables are most strongly associated with performance can inform the design of holistic training programs that address both physical and mental aspects of player development.\u003c/p\u003e \u003cp\u003eTherefore, the purpose of this study was to investigate the relationships between psychological preparation variables\u0026mdash;specifically self-confidence, motivation, attentional focus, and competitive anxiety\u0026mdash;and performance indicators in U13\u0026ndash;U14 youth soccer players. It was hypothesized that higher levels of self-confidence, motivation, and attentional focus would be positively associated with performance outcomes, whereas competitive anxiety would be negatively associated with performance.\u003c/p\u003e"},{"header":"2. Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Research Design\u003c/h2\u003e \u003cp\u003eThis study employed a \u003cb\u003ecross-sectional correlational design\u003c/b\u003e to examine relationships between psychological preparation variables and performance indicators among youth soccer players. A correlational approach was considered appropriate because the primary objective was to identify associations between psychological factors and performance outcomes rather than to establish causal effects through an intervention. This design is commonly used in youth sport and sport psychology research and allows for the examination of naturally occurring differences among players within an ecologically valid training environment.\u003c/p\u003e \u003cp\u003eThe study was conducted during the competitive season, ensuring that psychological states and performance indicators reflected real training and match conditions. Data collection was carried out within the club's regular training schedule to minimize disruption and maintain the authenticity of the performance behaviors.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Participants\u003c/h2\u003e \u003cp\u003eThe sample consisted of \u003cb\u003e40 male youth soccer players\u003c/b\u003e aged 13\u003cb\u003e\u0026ndash;14\u003c/b\u003e from \u003cb\u003eAraz Nakhchivan Football Club\u003c/b\u003e. Participants had a mean age of \u003cb\u003e13.6\u0026thinsp;\u0026plusmn;\u0026thinsp;0.5 years\u003c/b\u003e and at least 1 \u003cb\u003eyear of organized soccer training experience\u003c/b\u003e. All players were actively involved in structured training programs, with at least 3 \u003cb\u003etraining sessions per week\u003c/b\u003e, in addition to regular competitive matches.\u003c/p\u003e \u003cp\u003e \u003cb\u003eInclusion criteria\u003c/b\u003e were:\u003c/p\u003e \u003cp\u003e(a) registration with the club for the current season,\u003c/p\u003e \u003cp\u003e(b) regular participation in training sessions, and\u003c/p\u003e \u003cp\u003e(c) absence of injuries or medical conditions that could affect physical performance during the data collection period.\u003c/p\u003e \u003cp\u003eExclusion criteria included recent musculoskeletal injuries (within the last three months), illness at the time of testing, or incomplete questionnaire responses.\u003c/p\u003e \u003cp\u003ePrior to participation, written informed consent was obtained from parents or legal guardians, and verbal assent was obtained from all players. Permission to conduct the study was granted by the club administration. Participation was voluntary, and players were informed of their right to withdraw from the study at any time without consequences.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Psychological Measures\u003c/h2\u003e \u003cp\u003ePsychological preparation was assessed using standardized, youth-appropriate self-report questionnaires administered in a quiet environment before training sessions.\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eSelf-confidence and Competitive Anxiety\u003c/b\u003e were measured using the \u003cb\u003eCompetitive State Anxiety Inventory-2 Revised (CSAI-2R)\u003c/b\u003e. The instrument includes subscales assessing cognitive anxiety, somatic anxiety, and self-confidence. Participants responded on a Likert-type scale, with higher scores indicating greater levels of the respective constructs.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eMotivation\u003c/b\u003e: Sport motivation was assessed using a short-form motivation questionnaire adapted for youth athletes, measuring intrinsic motivation and general engagement in soccer training and competition.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eAttentional Focus\u003c/b\u003e: Attentional control was evaluated using a brief questionnaire designed for adolescent athletes, focusing on the ability to maintain concentration during training and matches.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eAll questionnaires demonstrated acceptable internal consistency in previous youth sport research and required approximately \u003cb\u003e15 minutes\u003c/b\u003e to complete. In the present study, internal consistency reliability was assessed using Cronbach\u0026rsquo;s alpha coefficients. The alpha values ranged from 0.72 to 0.86 across the psychological scales, indicating acceptable to good reliability for use with early adolescent athletes.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.4 Performance Assessment\u003c/h2\u003e \u003cp\u003ePlayer performance was evaluated using a \u003cb\u003ecombined assessment model\u003c/b\u003e that integrated objective physical performance tests with subjective coach-rated indicators to enhance ecological validity.\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section3\"\u003e \u003ch2\u003e2.4.1 Physical Performance Tests\u003c/h2\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003e20 m Sprint Test\u003c/b\u003e: Linear sprint speed was assessed over a 20-meter distance using standard timing procedures. Each player performed two maximal trials following a standardized warm-up, with the best time recorded for analysis.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eIllinois Agility Test\u003c/b\u003e: Change-of-direction ability and agility were assessed using the Illinois Agility Test. Players completed the test according to standardized protocols, and completion time was recorded in seconds.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section3\"\u003e \u003ch2\u003e2.4.2 Coach-Rated Performance\u003c/h2\u003e \u003cp\u003eThe head coach evaluated each player\u0026rsquo;s performance using a structured \u003cb\u003ecoach-rating scale\u003c/b\u003e ranging from 1 (very low) to 5 (very high) across four domains:\u003c/p\u003e \u003cp\u003e(a) decision-making,\u003c/p\u003e \u003cp\u003e(b) concentration during training and matches,\u003c/p\u003e \u003cp\u003e(c) work rate and effort, and\u003c/p\u003e \u003cp\u003e(d) game discipline.\u003c/p\u003e \u003cp\u003eThe mean score across these domains was calculated to obtain an overall coach-rated performance index. To minimize potential subjective bias, the coach had more than 10 years of coaching experience in youth soccer and applied predefined evaluation criteria consistently across all players.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e2.5 Procedure\u003c/h2\u003e \u003cp\u003eData collection was conducted over a \u003cb\u003etwo-week period\u003c/b\u003e. Psychological questionnaires were administered prior to training sessions to avoid fatigue effects. Physical performance tests were conducted after a standardized warm-up under similar environmental conditions. Coach ratings were based on systematic observations during regular training sessions and competitive matches within the same period.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e2.6 Statistical Analysis\u003c/h2\u003e \u003cp\u003eStatistical analyses were performed using \u003cb\u003eSPSS software\u003c/b\u003e. Descriptive statistics (mean\u0026thinsp;\u0026plusmn;\u0026thinsp;standard deviation) were calculated for all psychological and performance variables. \u003cb\u003ePearson correlation coefficients\u003c/b\u003e were used to examine relationships between psychological preparation variables and performance indicators. \u003cb\u003eMultiple regression analysis\u003c/b\u003e was conducted to identify which psychological variables significantly predicted overall performance outcomes. Statistical significance was set at \u003cb\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;0.05\u003c/b\u003e. Assumptions of normality and multicollinearity were examined prior to regression analysis and were met. Effect sizes were interpreted to assess the practical significance of the observed relationships.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e2.7 Ethical Considerations\u003c/h2\u003e \u003cp\u003e The study was approved by the Ethics Committee of Nakhchivan State University (Approval No: 2024/PE/017, March 2024). All procedures were conducted in accordance with the principles of the Declaration of Helsinki. Written informed consent was obtained from parents or legal guardians, and participant anonymity and confidentiality were ensured throughout the study.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Results","content":"\u003cp\u003eDescriptive statistics for psychological preparation variables and performance indicators are presented as mean values and standard deviations. The results indicated moderate to high levels of self-confidence, motivation, and attentional focus among the participants, while competitive anxiety scores showed greater variability across players.\u003c/p\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Descriptive Statistics\u003c/h2\u003e \u003cp\u003eThe mean self-confidence score was 3.82\u0026thinsp;\u0026plusmn;\u0026thinsp;0.54, while motivation demonstrated a mean value of 4.01\u0026thinsp;\u0026plusmn;\u0026thinsp;0.47. Attentional focus scores averaged 3.75\u0026thinsp;\u0026plusmn;\u0026thinsp;0.50, whereas competitive anxiety scores averaged 2.91\u0026thinsp;\u0026plusmn;\u0026thinsp;0.63.\u003c/p\u003e \u003cp\u003eRegarding physical performance, the mean time for the 20 m sprint test was 3.45\u0026thinsp;\u0026plusmn;\u0026thinsp;0.21 s, and the mean completion time for the Illinois agility test was 17.62\u0026thinsp;\u0026plusmn;\u0026thinsp;0.74 s.\u003c/p\u003e \u003cp\u003eThe overall coach-rated performance index showed a mean score of 3.86\u0026thinsp;\u0026plusmn;\u0026thinsp;0.49 on the 5-point scale.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Correlation Analysis\u003c/h2\u003e \u003cp\u003ePearson correlation analysis revealed significant relationships between several psychological variables and performance indicators. Self-confidence demonstrated a significant positive correlation with coach-rated performance (r\u0026thinsp;=\u0026thinsp;0.52, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), 20 m sprint performance (r = \u0026minus;\u0026thinsp;0.41, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), and Illinois agility test results (r = \u0026minus;\u0026thinsp;0.38, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05).\u003c/p\u003e \u003cp\u003eMotivation was positively correlated with coach-rated performance (r\u0026thinsp;=\u0026thinsp;0.47, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) and attentional focus (r\u0026thinsp;=\u0026thinsp;0.55, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). A weaker but statistically significant negative correlation was observed between motivation and 20 m sprint time (r = \u0026minus;\u0026thinsp;0.29, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Attentional focus showed significant positive correlations with coach-rated performance (r\u0026thinsp;=\u0026thinsp;0.49, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) and significant negative correlations with agility test performance (r = \u0026minus;\u0026thinsp;0.36, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05).\u003c/p\u003e \u003cp\u003eIn contrast, competitive anxiety demonstrated significant negative correlations with coach-rated performance (r = \u0026minus;\u0026thinsp;0.44, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), attentional focus (r = \u0026minus;\u0026thinsp;0.46, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), and motivation (r = \u0026minus;\u0026thinsp;0.33, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). No statistically significant correlation was observed between competitive anxiety and sprint performance (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Multiple Regression Analysis\u003c/h2\u003e \u003cp\u003eA multiple regression analysis was conducted to determine the predictive value of psychological variables on overall performance (coach-rated performance index). The regression model was statistically significant (F(4,35)\u0026thinsp;=\u0026thinsp;7.12, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) and explained 44% of the variance in performance outcomes (R\u0026sup2; = 0.44).\u003c/p\u003e \u003cp\u003eWithin the model, self-confidence (β\u0026thinsp;=\u0026thinsp;0.36, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) and attentional focus (β\u0026thinsp;=\u0026thinsp;0.31, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05) emerged as significant predictors of performance. Motivation (β\u0026thinsp;=\u0026thinsp;0.19, p\u0026thinsp;\u0026gt;\u0026thinsp;0.05) and competitive anxiety (β = \u0026minus;\u0026thinsp;0.17, p\u0026thinsp;\u0026gt;\u0026thinsp;0.05) did not reach statistical significance as independent predictors in the regression model. The observed effect sizes suggest that the identified relationships are not only statistically significant but also practically meaningful within applied youth soccer settings.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe purpose of this study was to examine the relationship between psychological preparation variables and performance indicators in U13\u0026ndash;U14 youth soccer players. The results demonstrated that psychological factors, particularly self-confidence and attentional focus, were significantly associated with both objective physical performance measures and coach-rated performance outcomes. These findings reinforce the growing body of evidence emphasizing the importance of psychological readiness in youth sport performance.\u003c/p\u003e \u003cp\u003eOne of the key findings of this study was the strong positive association between self-confidence and overall performance. Players with higher self-confidence achieved higher coach-rated performance scores and demonstrated superior sprint and agility performance. This finding aligns with established sport psychology literature, which suggests that self-confidence enhances task engagement, decision-making efficiency, and execution of motor skills. In early adolescence, self-confidence is closely tied to perceived competence and external feedback, particularly from coaches. Therefore, players who believe in their abilities may be more willing to take initiative during play, remain composed under pressure, and sustain effort throughout training and competition.\u003c/p\u003e \u003cp\u003eAttentional focus also emerged as a significant correlate and predictor of performance. Players with higher attentional control displayed better agility performance and received higher coach ratings. Soccer is a dynamic, open-skill sport that requires continuous information processing, rapid perception\u0026ndash;action coupling, and sustained concentration. In U13\u0026ndash;U14 players, attentional capacities are still developing, which may explain the variability observed in performance outcomes. The present findings suggest that the ability to maintain focus during training and matches plays a crucial role in performance consistency at this developmental stage.\u003c/p\u003e \u003cp\u003eMotivation was positively correlated with performance indicators but did not emerge as a significant independent predictor in the regression model. This result may indicate that while motivation contributes to engagement and effort, its influence on observable performance outcomes may be partially mediated by other psychological factors such as self-confidence and attentional focus. Motivated players may attend training more consistently and display higher effort levels, but without adequate confidence and concentration, this motivation may not fully translate into improved performance outcomes. This finding highlights the multifaceted nature of psychological preparation in youth soccer. This observation suggests that motivation alone may be insufficient to enhance performance outcomes unless supported by adequate self-confidence and attentional regulation skills. Competitive anxiety demonstrated a negative association with coach-rated performance and attentional focus, supporting previous research indicating that elevated anxiety levels can impair cognitive functioning and performance execution. Excessive anxiety may disrupt attentional control, increase self-doubt, and negatively affect decision-making processes. In early adolescent athletes, limited experience with competitive environments and heightened sensitivity to evaluation may exacerbate anxiety responses. The absence of a significant relationship between anxiety and sprint performance suggests that anxiety may have a stronger impact on cognitively demanding tasks rather than purely physical actions. This finding underscores the importance of psychological regulation strategies aimed at managing anxiety-related cognitive demands in youth soccer players.\u003c/p\u003e \u003cp\u003eThe regression analysis further indicated that self-confidence and attentional focus were the strongest psychological predictors of performance. Together, these variables accounted for a substantial proportion of variance in performance outcomes, underscoring their central role in youth soccer performance. This finding has important implications for coaching practice, as it suggests that psychological preparation should not be treated as an auxiliary component of training but rather as an integral element of player development.\u003c/p\u003e \u003cp\u003eThe combined use of objective physical tests and coach-rated performance assessments strengthened the ecological validity of the study. Physical tests provided standardized measures of speed and agility, while coach ratings captured context-specific performance behaviors such as decision-making, effort, and discipline. This multidimensional approach offers a more comprehensive understanding of performance in youth soccer and reflects real-world evaluation processes used in training and competition environments.\u003c/p\u003e \u003cp\u003eFrom a developmental perspective, the findings highlight the importance of addressing psychological preparation during early adolescence. U13\u0026ndash;U14 players are transitioning from playful participation to more structured, competitive involvement in sport. At this stage, psychological skills such as confidence regulation, attentional control, and anxiety management may significantly influence both short-term performance and long-term sport engagement. Integrating age-appropriate psychological strategies into training programs may therefore contribute to more positive performance experiences and reduce the risk of dropout.\u003c/p\u003e \u003cp\u003eDespite the study's strengths, certain limitations should be acknowledged. The cross-sectional design limits causal interpretations, and future research should employ longitudinal or experimental designs to examine the effects of psychological skills training interventions over time. Additionally, the reliance on self-report questionnaires may introduce response bias, particularly in younger athletes. Expanding future studies to include observational or qualitative methods could provide further insight into the psychological processes underlying performance.\u003c/p\u003e \u003cp\u003eIn summary, the present study provides evidence that psychological preparation, especially self-confidence and attentional focus, is closely linked to performance in U13\u0026ndash;U14 youth soccer players. These findings support the inclusion of structured psychological components within youth soccer training programs and contribute to the growing literature advocating for holistic approaches to athlete development.\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThis study examined the relationship between psychological preparation and performance indicators in U13\u0026ndash;U14 youth soccer players. The findings demonstrated that psychological factors are closely associated with both objective and subjective performance outcomes in early adolescent soccer players. In particular, self-confidence and attentional focus emerged as the most influential psychological variables related to performance, while competitive anxiety showed a negative association with performance indicators.\u003c/p\u003e \u003cp\u003eThe results suggest that youth soccer players with higher levels of self-confidence and better attentional control tend to perform more effectively during training and competition. Although motivation was positively related to performance measures, its predictive value was less pronounced when considered alongside other psychological variables. These findings highlight the multifactorial nature of psychological preparation and its role in shaping performance outcomes in youth sport.\u003c/p\u003e \u003cp\u003eFrom a practical perspective, the study underscores the importance of integrating psychological preparation strategies into youth soccer training programs. Coaches and practitioners should consider incorporating age-appropriate methods to enhance self-confidence, improve attentional focus, and manage competitive anxiety. Addressing these psychological components during early adolescence may not only improve short-term performance but also foster positive long-term athlete development. These findings emphasize the necessity of age-specific psychological interventions that align with the developmental characteristics of early adolescent soccer players.\u003c/p\u003e \u003cp\u003eOverall, the present findings support a holistic approach to youth soccer training, emphasizing the combined development of psychological, physical, and technical capacities to optimize performance and foster sustainable player progression.\u003c/p\u003e\n\u003ch3\u003ePractical Implications\u003c/h3\u003e\n\u003cp\u003eThe findings of this study provide several practical implications for youth soccer coaches and practitioners working with U13\u0026ndash;U14 players. Psychological preparation should be systematically integrated into regular training sessions rather than treated as an optional or supplementary component. Coaches are encouraged to implement simple, age-appropriate strategies to enhance self-confidence, such as positive feedback, achievable goal-setting, and supportive communication.\u003c/p\u003e \u003cp\u003eTraining activities should also be designed to promote attentional focus through game-based drills that require decision-making under time pressure. In addition, basic anxiety-management techniques, including breathing exercises and pre-performance routines, may help young players regulate competitive anxiety during training and matches.\u003c/p\u003e \u003cp\u003eBy incorporating psychological skills alongside physical and technical development, youth soccer programs can create more effective and supportive learning environments, ultimately contributing to improved performance and long-term athlete development.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003eThe authors received no financial support for the research, authorship, and/or publication of this article.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eYV and SA conceptualized the study and designed the research methodology. SA coordinated the data collection process and performed the statistical analysis. AT contributed to data interpretation and drafting of the methods and results sections. DD assisted with literature review and preparation of tables. All authors contributed to manuscript revision, read, and approved the final version of the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAmerican Psychological Association. (2020). \u003cem\u003ePublication manual of the American Psychological Association\u003c/em\u003e (7th ed.). APA.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAnderson, A. G., Miles, A., Mahoney, C., \u0026amp; Robinson, P. (2002). Evaluating the relationship between anxiety and performance in competitive sport. \u003cem\u003eJournal of Sports Sciences\u003c/em\u003e, \u003cem\u003e20\u003c/em\u003e(6), 469\u0026ndash;477.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBandura, A. (1997). \u003cem\u003eSelf-efficacy: The exercise of control\u003c/em\u003e. Freeman.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCox, R. H. 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Role of psychological characteristics in talented youth soccer players. \u003cem\u003eJournal of Sports Sciences\u003c/em\u003e, \u003cem\u003e27\u003c/em\u003e(8), 857\u0026ndash;866.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"youth soccer, psychological preparation, self-confidence, motivation, competitive anxiety, performance","lastPublishedDoi":"10.21203/rs.3.rs-8821614/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8821614/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003ePsychological preparation plays a crucial role in youth soccer performance, particularly during early adolescence when players experience rapid physical, cognitive, and emotional development. This study aimed to examine the relationship between psychological preparation variables and performance indicators in U13\u0026ndash;U14 youth soccer players. A cross-sectional correlational design was employed with 40 male players from Araz Nakhchivan Football Club. Psychological variables, including self-confidence, motivation, attentional focus, and competitive anxiety, were assessed using standardized youth-appropriate questionnaires. Player performance was evaluated through a combination of objective physical tests (20 m sprint and Illinois agility test) and structured coach-rated performance assessments. Pearson correlation and multiple regression analyses were conducted. The results showed that self-confidence, motivation, and attentional focus were positively associated with performance indicators, whereas competitive anxiety was negatively related to performance. These results highlight the importance of integrating psychological preparation strategies into youth soccer training programs to enhance performance and long-term player development.\u003c/p\u003e","manuscriptTitle":"The Relationship Between Psychological Preparation and Performance Indicators in U13–U14 Youth Soccer Players","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-13 07:05:35","doi":"10.21203/rs.3.rs-8821614/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"7031f805-6424-4dbb-a036-cb9e0e048f57","owner":[],"postedDate":"March 13th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-03-13T09:42:51+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-13 07:05:35","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8821614","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8821614","identity":"rs-8821614","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}