Self-Regulated Learning Assessment in Young Soccer Players: Beyond Competitive Levels

This study explores self-regulated learning (SRL) among young soccer players, transcending the traditional focus on competitive levels. One hundred twenty-four soccer players of regional and provincial levels from under 14 to under 17 age groups voluntarily participated in the study and were combined into a single group. A median-split method based on total time performance was used to separate players into low performers (LPs) and high performers (HPs) from a 90ºchange of direction dribbling test. The self-regulation of learning—self-report scale for sport practice (SRL-SRS-SP) with a 5-factor solution (planning, reflection, effort, self-efficacy, and self-supervision) and 31 items was used. The score was based on a 1–5 Likert scale. The level of significance was set at p-value < 0.05. The SRL-SRS-SP total score by HP players differed significantly from that of LP players (p = 0.015). Regarding each subscale, HP players showed significantly higher scores than LP players (p = 0.011) for planning, whereas no differences were observed for the remaining factors (p ≥ 0.05). The main observation of this study revealed that HP soccer players had a greater level of engagement in the learning process with a remarkable ability to plan for specific improvement than LP peers. This suggests that the competitive level might not be the sole determinant of differences in SRL. Therefore, strength and conditioning coaches should emphasize metacognitive and motivational components because of their crucial role in enhancing technical and physical performance.