In an attempt to facilitate more appropriate levels of challenge, a common practice in academy football is to play-up talented youth players with chronologically older peers.However, the context of playing-up in academy football is yet to be empirically explored. Thus, the purpose of this study was to examine the multidimensional factors that differentiated players who play-up from those who do not. Ninety-eight participants from a single football academy were examined within their age phase: Foundation Development Phase (FDP; under-9 to under-11; n=40) and Youth Development Phase (YDP; under-12 to under-16; n=58). Drawing upon the FA Four Corner Model, 27 factors relating to Technical/Tactical, Physical, Psychological, and Social development were assessed. Following MANOVA analysis within both the FDP and YDP, significant differences were observed for Technical/Tactical and Social subcomponents (P<0.05). Further differences were observed for Physical and Psychological sub-components (P<0.05) within the YDP. In sum, Technical/Tactical and Social characteristics appeared to differentiate those who play-up compared to those who do not within the FDP. In the YDP however, there were measures representing all sub-components from the FA Four Corner Model. Subsequently, it is suggested coaches and practitioners consider these holistic factors when playing-up youth football players within relevant age-phases.

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A common practice in sport is to "play up" youth athletes with exceptional sport-specific skills against older players with similar skill sets. Playing up is believed to facilitate expertise by exposing athletes to high intensities of practice and competition (Malina, 2010). However, the effects of playing up on youth's athletic and personal development have not been evaluated.Therefore, the purpose of this study was to investigate athletes' experiences of playing up in soccer and their perceptions of how it may have influenced their sport-specific skill and psychosocial development. Seventeen athletes from four soccer clubs in Ontario, Canada, participated in semi-structured interviews in which they described their playing up experiences.Athletes discussed the decision for them to play up, their transition into a new team culture, and perceived changes in their development as athletes and as people. I performed an inductive thematic analysis of athletes' interview transcripts to capture their playing up experiences (Braun et al., 2017). Athletes perceived playing up to involve a balance between challenge and progress that was facilitated by the social dynamics within their respective teams. Athletes struggled the most when coping with intensity, making mistakes, fighting for trust and respect, and fitting in.They also felt a sense of progress through being recognized, experiencing success, and pursuing professional aspirations. Overall, athletes desired playing up experiences that involved engaging in an inspiring learning environment, establishing quality relationships, and contributing to team learning. Future research is needed to evaluate playing up across contexts and explore ways to mobilize knowledge for sport practitioners.iii Co-AuthorshipDaniel Goldman and Dr. Jean Côté co-authored this thesis project in collaboration with Dr. Jennifer Turnnidge. Daniel Goldman's roles as an author on this thesis were to design the study, recruit participants, conduct interviews and thematic analysis, and write the thesis document. Dr. Jean Côté was responsible for giving direction and shaping the design of the study, as well as providing feedback on drafts of the thesis document. Dr. Turnnidge also gave feedback on drafts of the thesis document and worked with Daniel Goldman to ensure that his writing flowed appropriately and told a coherent story.x

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